Body Awareness and Shape Exploration Through Gymnastics
•Year 1
•Gymnastics
•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
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
Understanding where pupils are coming from and where they're going
Following complex instructions, vocabulary development, speaking and listening skills
Counting to 4 for shape holds, understanding of big and small concepts, spatial awareness
Body parts identification, understanding of wide/narrow/curled as physical properties
Shape and form concepts, spatial arrangements, creative expression through movement
Central position during floor work, mobile during apparatus rotations for maximum supervision
Body part identification, shape clarity, champion gymnastics qualities, safety awareness
Step in if combinations unclear, safety concerns arise, or students need additional support
Use clear, exaggerated movements, highlight key points, celebrate good examples from students
Large gymnasium space minimum 15m x 20m for apparatus zones and movement
Non-slip surface, clean and dry, mats secured and flat
Clear whistle signal for immediate stop, first aid access, incident reporting procedures
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