Lesson 3 - Combining Body Part Movements
Body Awareness and Shape Exploration Through Gymnastics
•Year 1
•Gymnastics
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How can we move like champion gymnasts using different body parts in wide, narrow and curled ways?
Learning Objectives
- Students will combine 'big' and 'small' body parts with 'wide', 'narrow' and 'curled' movements
- Students will create controlled, balanced shapes using different body parts
- Students will demonstrate 'champion gymnastics' qualities of control and precision
Key Outcomes
- All students will explore moving with big and small body parts
- Most students will combine body part themes to create controlled movements and shapes
- Some students will demonstrate advanced combinations with precise control on apparatus
Equipment & Resources Required
Keep handy for signalling shape-making moments
Alternative: Drum, wooden clapper, or vocal signal
Set up in zones around gymnasium for rotation
Alternative: Benches, mats, low boxes, hoops on floor
Mark boundaries and apparatus zones
Alternative: Bean bags, markers
Key Vocabulary
Large parts of our body like back, tummy, bottom, chest that can support our weight
Smaller parts like hands, feet, elbows, knees that can also support us
Making our body stretch out to take up lots of space, arms and legs apart
Making our body thin and tall, arms close to body or above head
Making our body rounded like a ball, bringing body parts close together
Moving with control, being silent, pointing fingers and toes, holding still shapes
A still position where we can hold steady without wobbling or falling
Putting two different ideas together, like big body parts with wide shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of big and small body parts
- Basic awareness of wide, narrow and curled shapes
- Safe movement around gymnasium space
Current Skills
- Combining body part themes with shape themes
- Creating controlled balanced shapes
- Demonstrating champion gymnastics qualities
- Working safely on low apparatus
Next Steps
- Linking movements into sequences
- Advanced apparatus work
- Partner and group gymnastics combinations
Milestone Indicators
Key Teaching Points
- Establish clear understanding of big vs small body parts before combining
- Use systematic approach to teach all six combinations
- Maintain champion gymnastics qualities throughout
- Progress from floor work to apparatus application
- Emphasise control and safety over complexity
- Use positive reinforcement to build confidence
- Allow individual interpretation within clear criteria
Common Misconceptions
- Thinking only hands and feet are small body parts - include elbows and knees
- Confusing wide with big - wide is about shape, big is about body parts
- Believing apparatus work is more important than floor combinations
- Assuming faster movement shows better gymnastics - emphasise control
- Thinking combinations must look the same for everyone - encourage individual solutions
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear boundaries and signals, regular positive reinforcement
dyspraxia
- Extra time for combinations, simplified instructions, additional demonstration and practice
autism spectrum
- Clear routine and structure, visual supports for combinations, quiet space available if needed
visual impairment
- Clear verbal descriptions of combinations, tactile guidance for body positioning, buddy system for apparatus work
hearing impairment
- Visual signals alongside tambourine, demonstration emphasis, written/picture cards for combinations
physical disability
- Adapted combinations focusing on available body parts, modified apparatus or floor work only, peer support
Cross-Curricular Links
English
Following complex instructions, vocabulary development, speaking and listening skills
Maths
Counting to 4 for shape holds, understanding of big and small concepts, spatial awareness
Science
Body parts identification, understanding of wide/narrow/curled as physical properties
Art
Shape and form concepts, spatial arrangements, creative expression through movement
Teacher Guidance
Positioning
Central position during floor work, mobile during apparatus rotations for maximum supervision
Observation Focus
Body part identification, shape clarity, champion gymnastics qualities, safety awareness
Intervention Points
Step in if combinations unclear, safety concerns arise, or students need additional support
Demonstration Notes
Use clear, exaggerated movements, highlight key points, celebrate good examples from students
Verbal Cues
- •'Remember our six combinations!'
- •'Show me your champion qualities!'
- •'Think big or small body parts!'
- •'Hold it for 4 seconds!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large gymnasium space minimum 15m x 20m for apparatus zones and movement
Surface Check
Non-slip surface, clean and dry, mats secured and flat
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Clear landing areas around each apparatus piece
- •Maximum 4 students per apparatus zone
- •Apparatus height appropriate for Year 1 (maximum 60cm)
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during movement
- •Overconfidence leading to unsafe attempts
- •Fatigue affecting control
Risk Mitigation
- •Progressive skill building from floor to apparatus
- •Clear signals for stop and start
- •Constant teacher supervision and positioning
- •Emphasis on control over height or difficulty
- •Peer support and spotting encouraged
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus zones
- •Move between zones during apparatus work
- •Monitor individual students showing signs of fatigue
- •Watch for students attempting beyond their ability
Emergency Procedures
Clear whistle signal for immediate stop, first aid access, incident reporting procedures