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Lesson 6 - Creative Movement Combinations

Body Awareness and Shape Exploration Through Gymnastics

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Year 1

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

6-8 mats

Distribute around apparatus stations for safe landing areas

Alternative: Crash mats, yoga mats

Benches

4-6 benches

Various heights, some inverted for different challenges

Alternative: Balance beams, planks

Step Boxes

3.5 boxes

Different heights (1-3 sections) around the space

Alternative: Sturdy platforms, steps

Cones

12-16 cones

Mark boundaries and create pathways between apparatus

Alternative: Markers, bean bags

Kickboards

6-8 cards

Laminated cards showing movement combinations

Alternative: Visual aids, picture sequences

Key Vocabulary

Champion

Perfect body positioning with excellent control and presentation

Combination

Two or more movements linked together smoothly

Flow

Smooth, continuous movement without stopping between actions

Big body parts

Back, tummy, bottom - large surfaces that can support body weight

Small body parts

Hands, feet, elbows, knees - smaller contact points with the ground

High movement

Actions performed with body extended upward or on top of apparatus

Low movement

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

Smooth transitions between movements without pause

Creative use of space and apparatus levels

Consistent champion body positioning

Ability to teach combinations to others

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