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Lesson 4 - Transition Between Wide, Narrow and Curled Shapes

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 different body parts to create wide, narrow and curled shapes?

Learning Objectives

To transition smoothly between wide, narrow and curled shapes using big and small body parts
To demonstrate 'champion' movements with control and precision
To create interesting gymnastics by combining apparatus and movements

Key Outcomes

Students will move between wide, narrow and curled positions with control
Students will balance on both big and small body parts
Students will combine movements using multiple pieces of apparatus

Equipment & Resources Required

Gymnastics Mats

4-6 boxes

Distributed across three zones

Alternative: Exercise mats or carpet squares

Gymnastics Benches

3-4 benches

Arranged in different zones for varied experiences

Alternative: Low tables or balance beams

Cones

12-15 cones

To mark zone boundaries and label areas

Alternative: Coloured markers or bean bags

Zone Labels

6 labels

Clear labels for 'Wide', 'Narrow', 'Curled' and 'Big', 'Small'

Alternative: Laminated cards or whiteboard signs

Tambourine

For signalling transitions and timing

Alternative: Drum or whistle

Key Vocabulary

Wide

Stretching body parts far apart to take up lots of space

Narrow

Bringing body parts close together to take up little space

Curled

Bringing body parts in towards the centre to make a round shape

Big body parts

Large parts of the body like back, tummy, bottom, and side

Small body parts

Smaller parts of the body like hands, feet, knees, and elbows

Champion movements

Moving silently with pointed fingers and toes, holding shapes still

Transition

Moving smoothly from one shape or position to another

Interesting gymnastics

Using more than one piece of apparatus creatively to move and make shapes

Skill Progression Pathway

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

Prior Learning

Basic body awareness and naming body parts
Simple balances on large body parts
Following simple movement instructions

Current Skills

Transitioning between different body shapes
Balancing on small body parts
Using apparatus safely and creatively

Next Steps

Linking movements into short sequences
Adding travelling movements between balances
Creating partner work with body shapes

Milestone Indicators

Holds balanced shapes for 4 seconds

Moves silently with pointed fingers and toes

Combines apparatus creatively for movements

Key Teaching Points

Champion movement means silent steps with pointed fingers and toes at all times
Big body parts (back, tummy, side, bottom) provide stable bases for balancing
Small body parts (hands, feet, knees, elbows) create more challenging balance positions
Wide shapes stretch out to take maximum space, narrow shapes minimise space usage
Curled shapes bring all body parts towards the centre like hedgehogs or balls
Interesting gymnastics requires creative thinking and safe use of multiple apparatus
All shapes must be held completely still for 4 seconds to demonstrate control

Common Misconceptions

Students think interesting gymnastics means dangerous combinations - emphasise safety first
Confusion between big and small body parts - provide clear examples and frequent reminders
Believing that wobbling means failure - explain that learning balance takes practice
Thinking apparatus must be used individually - demonstrate safe combination possibilities
Assuming wide means big and narrow means small - clarify these are different concepts
Champion movement only applies during balances - emphasise it's needed throughout lesson

SEN Adaptations

ADHD

Frequent changes between activities, clear boundaries and structure, physical movement integrated throughout, immediate positive feedback for on-task behaviour

dyspraxia

Simplified movement patterns initially, additional demonstration and practice time, supportive apparatus positioning, celebration of effort over perfection

autism spectrum

Clear visual schedule of lesson activities, consistent routine in zone rotations, quiet space available if overwhelmed, concrete examples of shape expectations

visual impairment

Use bright coloured zone markers, provide verbal descriptions of all apparatus positions, buddy system for navigation, tactile exploration of apparatus before use

hearing impairment

Clear visual demonstrations, hand signals for instructions, written zone labels with pictures, visual cues for tambourine signals

physical disability

Adapted apparatus heights, seated balance alternatives, support devices as needed, focus on achievable movements within individual capabilities

Cross-Curricular Links

English

Following instructions, learning new vocabulary (wide, narrow, curled), describing movements and explaining interesting gymnastics to others

Maths

Counting to 4 during balance holds, recognising 3D shapes in body positions, understanding concepts of big and small, spatial awareness and positioning

Science

Understanding body parts and their functions, exploring balance and gravity, investigating how different bases of support affect stability

PSHE

Building confidence through physical challenges, developing resilience when activities are difficult, cooperation and sharing during apparatus work

Teacher Guidance

Positioning

Central position during introductions, mobile between zones during activities for optimal supervision

Observation Focus

Watch for understanding of shape differences, control in balances, safe apparatus use, and creative problem-solving

Intervention Points

Step in immediately for unsafe apparatus use, provide encouragement for students struggling with balance, offer alternatives for students finding activities too challenging

Demonstration Notes

Always demonstrate at student eye level, exaggerate movements for visibility, use clear verbal descriptions alongside physical demonstrations, show both correct and common mistake examples

Verbal Cues

•'Point those fingers and toes like champions!'
•'Hold it still for 4 seconds!'
•'Wide shapes take up lots of space!'
•'Think safety first with your apparatus!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall minimum 15m x 10m with safe storage for apparatus

Surface Check

Non-slip floor surface, clean and dry, free from obstacles

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned to cushion potential falls
•Equipment appropriate height for Year 1 students

Risk Management

Key Risks

•Falls from apparatus during balancing
•Collisions between students during movement
•Unsafe apparatus combinations during interesting gymnastics

Risk Mitigation

•Clear boundaries established around each zone
•Maximum 6-8 students per zone to prevent overcrowding
•Teacher demonstration of safe apparatus use before student exploration
•Progressive skill building from floor to apparatus
•Immediate intervention for unsafe practices

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three zones
•Move between zones during activities to provide close supervision
•Maintain awareness of students attempting challenging balances

Emergency Procedures

Stop signal established (raised hand), first aid kit accessible, clear evacuation route maintained