Lesson 6 - Creative Movement Combinations
Body Awareness and Shape Exploration Through Gymnastics
•Year 1
•Gymnastics
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How can we link our movements together like champion gymnasts?
Learning Objectives
- To creatively combine two different movement sequences using apparatus
- To apply champion-level body positioning while linking movements together
- To demonstrate control and flow when transitioning between movements
Key Outcomes
- Students will perform two linked movement combinations with improved creativity
- Students will maintain champion body shapes throughout combined sequences
- Students will demonstrate understanding of high and low movement concepts
Equipment & Resources Required
Distribute around apparatus stations for safe landing areas
Alternative: Crash mats, yoga mats
Various heights, some inverted for different challenges
Alternative: Balance beams, planks
Different heights (1-3 sections) around the space
Alternative: Sturdy platforms, steps
Mark boundaries and create pathways between apparatus
Alternative: Markers, bean bags
Laminated cards showing movement combinations
Alternative: Visual aids, picture sequences
Key Vocabulary
Perfect body positioning with excellent control and presentation
Two or more movements linked together smoothly
Smooth, continuous movement without stopping between actions
Back, tummy, bottom - large surfaces that can support body weight
Hands, feet, elbows, knees - smaller contact points with the ground
Actions performed with body extended upward or on top of apparatus
Actions performed close to the ground or underneath apparatus
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body part identification (big and small parts)
- Simple balances on apparatus
- Individual movement patterns on apparatus
- Understanding of champion body shapes
Current Skills
- Linking two movement sequences together
- Creative use of multiple apparatus pieces
- Applying high and low movement concepts
- Maintaining control during transitions
Next Steps
- Complex multi-apparatus sequences
- Partner synchronised movements
- Creating themed movement stories
- Advanced flow and rhythm concepts
Milestone Indicators
Key Teaching Points
- Champion posture must be maintained throughout all movements and combinations
- Flow between movements is more important than complexity - smooth transitions are key
- High and low movements provide clear contrasts and creative opportunities
- Creative use of apparatus encourages problem-solving and spatial awareness
- 4-second balance holds develop control and demonstrate skill mastery
- Peer feedback develops observation skills and supportive relationships
- Safety awareness is paramount when combining movements and using multiple apparatus
Common Misconceptions
- More complex movements are always better - emphasise quality over quantity
- Stopping between movements is acceptable - teach flow and continuity
- High movements must involve jumping - show variety of height interpretations
- Using multiple apparatus means moving fast between them - emphasise safe transitions
- Champions never wobble - explain that control includes recovery from small mistakes
- Creative means completely new - show how combining existing skills creates creativity
- Balances only count if perfectly still - teach that small adjustments show active balance
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries marked, regular movement breaks, immediate positive feedback given
dyspraxia
- Slower progression through skills, additional demonstration time, simplified movement patterns, extra practice opportunities
autism spectrum
- Clear routine established, visual schedule available, quiet observation space provided, consistent verbal cues used
visual impairment
- Verbal descriptions of all movements, tactile exploration of apparatus, buddy system for navigation, bright visual markers
hearing impairment
- Visual demonstrations emphasised, hand signals for instructions, written work cards available, position for lip reading
physical disability
- Adapted movements for wheelchairs/mobility aids, alternative apparatus heights, modified balance challenges, peer support
Cross-Curricular Links
Maths
Counting balance holds, sequencing movements in order, spatial concepts of high/low, measuring apparatus heights
Science
Understanding body parts and movement, gravity effects on balances, forces needed for smooth transitions
Art
Creative expression through movement combinations, aesthetic appreciation of flow and form
PSHE
Building confidence through achievement, supporting peers through feedback, perseverance when learning new skills
Teacher Guidance
Positioning
Circulate continuously during activities, position centrally during demonstrations, maintain visual contact with all students
Observation Focus
Champion posture maintenance, smooth flow between movements, creative problem-solving, peer interaction quality
Intervention Points
Step in for unsafe apparatus use, support struggling students with simpler options, encourage creative thinking, facilitate peer feedback
Demonstration Notes
Always demonstrate with exaggerated clarity, show both correct and incorrect examples, involve students in demonstrations where safe, maintain champion posture throughout
Verbal Cues
- •'Flow like water between movements!'
- •'Champion posture - strong and proud!'
- •'High like the sky, low like the ground!'
- •'Hold that balance still as a statue!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with 2m clearance around apparatus
Surface Check
Non-slip hall floor, clean and dry, free from obstacles and debris
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned under and around all apparatus
- •No damaged or worn equipment in use
- •Work cards laminated and edges smooth
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Overconfidence leading to unsafe attempts
- •Fatigue affecting control and judgement
Risk Mitigation
- •Graduated skill progression from simple to complex
- •Constant supervision during apparatus work
- •Clear boundaries and traffic flow patterns
- •Regular rest and observation breaks
- •Immediate intervention for unsafe behaviour
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Circulate continuously during skill development
- •Monitor individual fatigue levels
- •Watch for overcrowding at popular stations
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes maintained, adult support available