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Lesson 2 - Small Body Parts Movement and Balance

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 small parts of our bodies?

Learning Objectives

To explore movements and balances using small body parts (hands, knees, elbows, feet)
To apply 'champion gymnastics' principles during movement and balance activities
To create still shapes and balances using small body parts on floor and apparatus

Key Outcomes

Students will demonstrate controlled movement using small body parts
Students will hold balanced shapes for 4 seconds using small body parts
Students will apply movement skills safely on gymnastics apparatus

Equipment & Resources Required

Tambourine

Teacher holds for signalling shape-making moments

Alternative: Whistle, music with clear stop/start points

Gymnastics Mats

6-8

Distributed around hall for safe landing areas

Alternative: PE mats, carpet squares

Benches

3-4

Set at different heights in zones around hall

Alternative: Low apparatus, balance beams

Step Boxes

2-3

Maximum height 60cm for Year 1 safety

Alternative: Gymnastics boxes, sturdy platforms

Tunnels

4-6

Positioned to encourage crawling movements

Alternative: Large hoops held by peers, fabric tunnels

Key Vocabulary

Small body parts

Hands, knees, elbows and feet - the parts we use to support our body weight

Champion gymnastics

Moving silently with pointed fingers and toes, and staying still in balanced shapes

Balance

Holding a still shape without wobbling or moving

Apparatus

Gymnastics equipment we can move on, under, over and through

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and identification of body parts
Simple travelling movements (walking, running, jumping)
Understanding of start and stop signals

Current Skills

Controlled movement using small body parts
Creating balanced shapes with small body parts
Applying 'champion gymnastics' principles

Next Steps

Combining small and large body part movements
Creating sequences using body parts
Advanced apparatus work with body part control

Milestone Indicators

Silent, controlled movement

Pointed fingers and toes during movement

4-second balance holds

Safe apparatus exploration

Key Teaching Points

Champion gymnastics means silent movement with pointed fingers and toes
Small body parts are hands, knees, elbows and feet - used to support body weight
Balance shapes must be held completely still for 4 seconds to be champion standard
Different apparatus requires different small body part combinations for safety
Controlled movement is more important than speed in gymnastics
Peer observation helps everyone learn what good technique looks like
Safety comes first - apparatus work requires calm, thoughtful approach

Common Misconceptions

Thinking faster movement is better - emphasise control over speed
Believing all body parts work the same on apparatus - teach appropriate selection
Assuming balance is about strength only - explain stillness and pointed extremities
Confusing big and small body parts - regular reinforcement needed
Thinking gymnastics is only about advanced skills - celebrate basic competence

SEN Adaptations

ADHD

Short activity bursts with clear start/stop signals, immediate feedback and encouragement, opportunities for leadership roles

dyspraxia

Break down movements into smaller steps, extra practice time for coordination, peer buddy support during apparatus work

autism spectrum

Clear visual schedule of lesson sections, quiet zone available if needed, predictable routine with advance warning of transitions

visual impairment

Use tactile demonstrations for body part identification, verbal descriptions of apparatus layout, buddy system for apparatus navigation

hearing impairment

Clear visual signals for stop/start, written or pictorial apparatus zone instructions, ensure student can see teacher demonstrations

physical disability

Adapted apparatus heights, modified balance challenges using available body parts, seated variations of movements where appropriate

Cross-Curricular Links

Maths

Counting to 4 during balance holds, identifying body part numbers (2 hands, 2 elbows), spatial awareness and positioning concepts

Science

Understanding how muscles work to support body weight, balance and centre of gravity concepts, joint movement and flexibility

PSHE

Building confidence and self-esteem, cooperation and turn-taking, celebrating individual achievements and efforts

Teacher Guidance

Positioning

Central during whole-class instruction, actively circulating during apparatus work to maintain visual contact with all students

Observation Focus

Watch for champion gymnastics criteria (silent movement, pointed extremities, stillness in shapes), safe apparatus use, and peer cooperation

Intervention Points

Step in immediately for unsafe apparatus use, provide support for students struggling with balance holds, redirect off-task behaviour quickly

Demonstration Notes

Use high-ability students to demonstrate good technique, exaggerate key teaching points visually, show common mistakes and corrections clearly

Verbal Cues

•'Champions are silent!'
•'Point those fingers and toes!'
•'Strong like a table!'
•'Hold it... 1, 2, 3, 4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear space, plus additional area for apparatus zones

Surface Check

Non-slip surface essential, check for any wet or damaged areas

Equipment Safety

Safety Checks

•All apparatus checked for stability before lesson
•Mats positioned around all elevated apparatus
•Benches and boxes checked for secure positioning
•Tunnels or hoops properly secured if using stands

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students during movement
•Overextension of joints during balancing
•Inappropriate use of apparatus

Risk Mitigation

•Maximum 6 students per apparatus zone
•Clear boundaries and rotation system established
•Continuous supervision with teacher moving between zones
•Progressive skill building from floor to apparatus
•Emphasis on controlled movements throughout

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus zones
•Actively circulate during apparatus work
•Monitor high-activity areas more closely
•Ensure immediate response to any safety concerns

Emergency Procedures

Stop signal established, clear evacuation routes maintained, first aid kit accessible, trained first aider identified