Lesson 2 - Small Body Parts Movement and Balance
Body Awareness and Shape Exploration Through Gymnastics
•Year 1
•Gymnastics
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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
Teacher holds for signalling shape-making moments
Alternative: Whistle, music with clear stop/start points
Distributed around hall for safe landing areas
Alternative: PE mats, carpet squares
Set at different heights in zones around hall
Alternative: Low apparatus, balance beams
Maximum height 60cm for Year 1 safety
Alternative: Gymnastics boxes, sturdy platforms
Positioned to encourage crawling movements
Alternative: Large hoops held by peers, fabric tunnels
Key Vocabulary
Hands, knees, elbows and feet - the parts we use to support our body weight
Moving silently with pointed fingers and toes, and staying still in balanced shapes
Holding a still shape without wobbling or moving
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
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