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Lesson 1 - Introduction to 'Big' Body Parts

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 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

Tambourine

Keep accessible for teacher to signal shape-making

Alternative: Drum, claves, or bell

Gymnastics Mats

6-8

Spread around hall for floor work, later positioned around apparatus

Alternative: Yoga mats for smaller spaces

Apparatus

Various

Set up in zones around the hall - see apparatus appendix

Alternative: Benches, low boxes, balancing beams

Cones

12-16

Mark apparatus zones and movement boundaries

Alternative: Spots, bean bags for zone markers

Key Vocabulary

Big body parts

The main parts of our body we can move and balance on: tummy, back, side and bottom

Champion gymnast

A gymnast who moves silently, points their fingers and toes, and holds still shapes

Balance

A still shape held steady using one or more body parts

Still shape

A position where the whole body is completely motionless

Silent movement

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

Silent movement during all activities

Sustained balance for 4+ seconds

Creative use of all four big body parts

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