Lesson 1 - Introduction to 'Big' Body Parts
Body Awareness and Shape Exploration Through Gymnastics
•Year 1
•Gymnastics
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How can we move like champion gymnasts using the big parts of our bodies?
Learning Objectives
- To explore movements and balances using the 'big' parts of our bodies (tummy, back, side, bottom)
- To apply 'champion gymnastics' principles including silent movement, pointed fingers and toes
- To create still shapes and balances using different big body parts on floor and apparatus
Key Outcomes
- Students will move using all four big body parts with control and precision
- Students will demonstrate champion qualities: silent movement, pointed extremities, stillness in shapes
- Students will create and hold balanced shapes for 4 seconds using big body parts
Equipment & Resources Required
Keep accessible for teacher to signal shape-making
Alternative: Drum, claves, or bell
Spread around hall for floor work, later positioned around apparatus
Alternative: Yoga mats for smaller spaces
Set up in zones around the hall - see apparatus appendix
Alternative: Benches, low boxes, balancing beams
Mark apparatus zones and movement boundaries
Alternative: Spots, bean bags for zone markers
Key Vocabulary
The main parts of our body we can move and balance on: tummy, back, side and bottom
A gymnast who moves silently, points their fingers and toes, and holds still shapes
A still shape held steady using one or more body parts
A position where the whole body is completely motionless
Moving without making any sound with feet, hands or body
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of wide, narrow and curled body shapes
- Basic movement patterns from previous gymnastics units
- Awareness of personal space and safety
Current Skills
- Identifying and using the four big body parts for movement
- Creating balanced shapes using big body parts
- Applying champion gymnastics principles
Next Steps
- Combining movements using different body parts in sequences
- Using small body parts for detailed work
- Creating more complex apparatus work
Milestone Indicators
Key Teaching Points
- Champion gymnasts move silently - emphasise this throughout the entire lesson
- All fingers and toes must be pointed - this develops precision and body awareness
- Four-second holds develop strength and control - count aloud to help students
- Big body parts (tummy, back, side, bottom) are the focus - redirect if students use hands/feet primarily
- Safety first on apparatus - better to do simple movements well than complex movements poorly
- Positive reinforcement of effort over outcome - celebrate attempts and improvement
- Use student demonstrations frequently - peer modelling is highly effective for Year 1
Common Misconceptions
- Thinking 'silent' means holding breath - teach them to breathe normally while moving quietly
- Believing bigger movements are better - emphasise control and precision over size
- Assuming apparatus work should be more difficult - focus on applying floor skills to new surfaces
- Thinking champion shapes must be complex - simple shapes done perfectly are champion quality
- Believing they need to use hands for all balances - reinforce the big body parts focus
SEN Adaptations
ADHD
- Clear, consistent boundaries, frequent positive reinforcement, movement breaks built into lesson structure, simple, one-step instructions
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use of visual and physical prompts, paired support with confident partner
autism spectrum
- Clear visual schedule of lesson sections, quiet space available if overwhelmed, consistent routines and signals, advance warning of transitions
visual impairment
- Use bright, contrasting apparatus where possible, provide tactile exploration of equipment, clear verbal descriptions of all demonstrations, buddy system for navigation
hearing impairment
- Visual signals in addition to tambourine (hand signals, light flash), visual demonstrations with exaggerated movements, written instructions on display board
physical disability
- Adapted apparatus heights, seated versions of movements where appropriate, use of additional support equipment, modified balance holds for individual capabilities
Cross-Curricular Links
Maths
Counting 4-second holds, spatial awareness with apparatus zones, recognition of 2D and 3D shapes made with bodies
Science
Understanding body parts and how muscles work, forces and balance, effects of exercise on the body
PSHE
Cooperation and sharing during apparatus work, resilience when learning challenging balances, self-confidence through achievement
Teacher Guidance
Positioning
Central position during introductions, circulate actively during apparatus work, corner position for maximum visibility during demonstrations
Observation Focus
Champion qualities (silent movement, pointed extremities), safe apparatus use, creative problem-solving, peer cooperation
Intervention Points
Step in if students struggling with balance holds beyond their ability, unsafe apparatus use, or conflicts over equipment sharing
Demonstration Notes
Always demonstrate with exaggerated, clear movements. Show common mistakes followed by correct technique. Use student demonstrations frequently to reinforce learning.
Verbal Cues
- •'Silent as a mouse!'
- •'Point those fingers to the sky!'
- •'Hold that champion shape!'
- •'Show me your big body part!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m hall space, clear of obstacles with 2m buffer around apparatus zones
Surface Check
Clean, dry, non-slip surface checked for hazards, mats available for floor work
Equipment Safety
Safety Checks
- •All apparatus stable and age-appropriate height (max 60cm for Year 1)
- •Mats positioned around apparatus landing areas
- •Tambourine checked for secure handle and safe volume level
Risk Management
Key Risks
- •Falls from apparatus due to loss of balance
- •Collisions between students during free movement
- •Strain from holding balances too long
- •Inappropriate apparatus use or showing off
Risk Mitigation
- •Clear boundaries established around each apparatus zone
- •Maximum 4-5 students per apparatus zone to prevent overcrowding
- •Progressive introduction from floor to apparatus work
- •Continuous teacher circulation and supervision
- •Clear signals for stop/start activities
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus zones simultaneously
- •Monitor apparatus zones for safe use and sharing
- •Watch for fatigue during balance holds
- •Intervene immediately if unsafe behaviour observed
Emergency Procedures
Stop signal (continuous tambourine), assess injury, appropriate first aid, clear evacuation route maintained