🤸

Lesson 1 - Moving On, Off and Over Apparatus

Creative Movement & Teamwork

•

Year 1

•

Gymnastics

•

45 min

Big Question

How can we move our bodies safely and creatively on, off and over gymnastics apparatus?

Learning Objectives

To develop the ability to move on, off and over apparatus using different body parts and levels
To transfer floor sequences to apparatus work safely and creatively
To work cooperatively with a partner to combine and perform sequences

Key Outcomes

Students will demonstrate controlled movements on, off and over apparatus
Students will adapt their floor sequences for apparatus work
Students will collaborate effectively to create partner sequences

Equipment & Resources Required

Gymnastics Benches

4-6

Position around hall with 3-4 metre gaps between stations

Alternative: PE benches, low balance beams

Gymnastics Mats

Place beside and under apparatus for safe landings

Alternative: Crash mats, exercise mats

Low Gymnastics Boxes

2-3

Position at appropriate height for Year 1 students

Alternative: Sturdy PE boxes, low vaulting boxes

Hoops

6-8

Place on floor for 'over' activities

Alternative: Rope circles, chalked circles

Music Player

For rhythm and atmosphere during sequences

Alternative: Phone/tablet with speaker

Key Vocabulary

Apparatus

Equipment used in gymnastics such as benches, mats, and climbing frames

Sequence

A series of movements performed one after another in order

On, off and over

The three ways we can move in relation to apparatus

Like actions

Similar movements that belong to the same family, such as different types of jumps

Levels

How high or low our body is - high level, medium level, low level

Control

Moving your body exactly how you want it to move

Skill Progression Pathway

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

Prior Learning

Basic travelling actions: walking, running, hopping, skipping
Simple jumping and landing techniques from Unit 1
Understanding of 'like actions' from previous unit
Basic apparatus handling and safety awareness

Current Skills

Moving on apparatus using different body parts
Getting off apparatus with controlled landings
Moving over apparatus safely
Linking actions to create sequences

Next Steps

More complex apparatus combinations
Advanced sequence work with changes of direction
Group sequence creation
Performance and evaluation skills

Milestone Indicators

Maintains balance when moving on apparatus

Demonstrates controlled landings when dismounting

Links at least two actions smoothly together

Shows creativity in movement choices

Key Teaching Points

Safety is paramount - always demonstrate and insist on safe landing technique
Progress gradually from simple movements to complex sequences
Encourage creativity while maintaining control and safety
Use correct vocabulary consistently - on, off, over, apparatus, sequence
Ensure all students experience success at their own level
Model excellent cooperation and positive encouragement
Make clear links between movements and apparatus handling safety

Common Misconceptions

Thinking 'on' means the same as 'over' - clarify that 'on' means staying on the apparatus
Believing bigger jumps are always better - emphasise control over height or distance
Assuming all apparatus is the same - explain different apparatus requires different approaches
Thinking sequences must be complex - show that simple, controlled sequences are excellent
Confusing apparatus names - consistently use correct terminology and point out differences

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and structure, use movement as positive outlet, give specific roles and responsibilities

dyspraxia

Demonstrate movements multiple times, break complex sequences into smaller parts, provide additional practice time, use rhythm and counting to aid coordination

autism spectrum

Provide clear visual schedule of lesson activities, allow familiarisation time with apparatus before use, offer quiet space if overwhelmed, use consistent language and routines

visual impairment

Use bright coloured apparatus, provide verbal descriptions of movements, assign sighted buddy for support, use tactile guidance for apparatus exploration

hearing impairment

Use visual demonstrations extensively, hand signals for instructions, written visual cards showing key movements, vibration signals for attention

physical disability

Provide seated or supported versions of movements, modified apparatus at appropriate heights, additional adult support for transfers, adapted goals focusing on achievable movements

Cross-Curricular Links

English

Following instructions, learning new vocabulary (apparatus, sequence, balance), describing movements and actions

Maths

Counting sequences, understanding positional language (on, off, over), measuring safe distances between apparatus

Science

Understanding balance and forces, exploring how the body moves, learning about muscles and bones during movement

PSHE

Building confidence, working cooperatively with others, taking responsibility for safety, perseverance through challenges

Teacher Guidance

Positioning

Move continuously around apparatus stations to maintain visual contact with all groups and provide support where needed

Observation Focus

Monitor landing technique, apparatus stability, cooperation between students, and progression in movement quality

Intervention Points

Step in immediately for unsafe practices, assist with apparatus handling, and provide encouragement for reluctant participants

Demonstration Notes

Always demonstrate new movements clearly from a position where all students can see, emphasise safety aspects, and show progressions from simple to complex

Verbal Cues

•'Bend those knees on landing!'
•'Wait for your turn'
•'Use your hands to help you balance'
•'Keep control of your body'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 10m with high ceiling for apparatus work

Surface Check

Clean, dry, non-slip floor surface free from obstacles and hazards

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned correctly for all landing areas
•Adequate spacing between apparatus stations
•Regular equipment inspection for wear and damage

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students at stations
•Poor landing technique causing injury
•Inappropriate use of apparatus beyond ability level

Risk Mitigation

•Clear demonstration of safe techniques before practice
•Progressive skill building from simple to complex
•Continuous supervision and immediate correction of unsafe practices
•Appropriate grouping and turn-taking systems
•Emergency stop signal established and practised

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all apparatus stations
•Move regularly between groups to monitor activity
•Pay special attention during apparatus setup and pack away
•Ensure ratios allow for safe supervision (max 30 students)

Emergency Procedures

Stop all activity immediately, assess injured student without moving them, summon first aid and senior staff as required