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Lesson 1 - Wide Shapes and Rolling Balances

Foundation Body Shapes and Rolling Control

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Year 1

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Gymnastics

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45 min

Big Question

How can we create exciting wide shapes whilst keeping perfect control and balance?

Learning Objectives

To travel and balance with the body in wide shapes
To demonstrate controlled movements with changes of level and direction
To create and perform sequences involving wide movements and balances

Key Outcomes

Students will successfully travel using wide body shapes
Students will hold balanced positions in wide shapes
Students will move smoothly between different wide movements

Equipment & Resources Required

Gymnastics Mats

1 per 2-3 students

Scattered around activity area for safe landing surfaces

Alternative: Carpet squares, yoga mats

Apparatus

6-8 stations

Set up around hall perimeter for circuit work

Alternative: Benches, low boxes, tunnels

Tunnel Systems

For warm-up music game and background during apparatus work

Alternative: Phone with speaker, tablet

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer, wall clock

Key Vocabulary

Wide shape

Body position where arms and legs are stretched out to the sides

Balance

Staying steady and still in one position

Travelling

Moving from one place to another in a controlled way

Sequence

A series of movements performed one after another

Control

Moving smoothly and safely with good body management

Skill Progression Pathway

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

Prior Learning

Basic body awareness and personal space
Simple balancing on different body parts
Following simple movement commands

Current Skills

Wide shape travelling movements
Static wide balances
Transitioning between wide movements
Controlled spinning in wide positions

Next Steps

Combining wide and narrow shapes
Rolling movements with shape control
Partner work with wide shapes

Milestone Indicators

Can maintain wide shape whilst travelling

Shows control when transitioning between movements

Demonstrates different levels in wide shapes

Key Teaching Points

Always maintain wide body shapes during travelling and balancing movements
Control and smoothness are more important than speed or complexity
Use apparatus safely and cooperatively with proper lifting and carrying techniques
Encourage creative exploration while maintaining safety awareness
Develop sequences that flow smoothly from one movement to the next
Focus on different levels and directions to add variety and challenge
Peer observation and feedback develops both performance and analysis skills

Common Misconceptions

Wider is always better - correct by emphasising control over extreme positions
Fast movements look more impressive - focus on smooth, controlled execution
Only arms need to be wide - teach whole body wide shape concepts
Difficult movements are always better - celebrate quality over complexity
Apparatus work is just for advanced students - ensure all students access appropriate challenges

SEN Adaptations

ADHD

Short activity bursts with regular changes, clear boundaries and expectations, movement breaks built in, positive reinforcement frequently

dyspraxia

Break movements into smaller steps, provide additional practice time, use larger apparatus for easier targeting, celebrate effort over perfection

autism spectrum

Clear routine established for apparatus setup, visual schedule of activities, quiet space available if needed, consistent language and expectations

visual impairment

Use bright coloured markers for apparatus stations, provide tactile exploration of equipment, offer verbal descriptions of movements, buddy system for guidance

hearing impairment

Use visual demonstrations and hand signals, written instruction cards available, ensure students can see teacher clearly, use vibrant visual cues

physical disability

Seated or adapted versions of wide movements, modify apparatus height, use supportive equipment, focus on achievable range of motion

Cross-Curricular Links

English

Letter recognition in names game, descriptive vocabulary for movements, following multi-step instructions, peer communication skills

Maths

Counting movements in sequences, recognising wide and narrow shapes, spatial awareness concepts, measuring jumping distances

Science

Understanding balance and gravity, exploring forces in jumping and landing, body awareness and coordination, cause and effect in movement

PSHE

Cooperation during apparatus work, self-assessment and reflection, celebrating others' achievements, building confidence and resilience

Teacher Guidance

Positioning

Stand where all students visible, move around apparatus stations, position near most challenging apparatus

Observation Focus

Wide shape maintenance, controlled transitions, safety awareness, cooperative behaviour, creative exploration

Intervention Points

Step in if students struggling with balance, unsafe apparatus use, loss of wide shape focus, or cooperation issues

Demonstration Notes

Use exaggerated wide shapes for visibility, emphasise slow controlled movements, show both successful and developing examples, include students in demonstrations

Verbal Cues

•'Stretch those arms and legs wide!'
•'Hold your balance steady!'
•'Control your movement!'
•'Think about your space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 15m x 20m clear space, additional storage areas for apparatus

Surface Check

Non-slip floor surface, free from water or obstacles, mats available for floor work and landing areas

Equipment Safety

Safety Checks

•Check apparatus stability before each use
•Ensure mats are flat and secure
•Verify adequate space around each apparatus station
•Test apparatus weight limits appropriate for age group

Risk Management

Key Risks

•Collisions during travelling activities
•Falls from apparatus or during jumping activities
•Overexertion during spinning movements
•Apparatus setup and pack-away injuries

Risk Mitigation

•Clear boundaries and pathways established
•Adequate spacing maintained between students
•Progressive skill building from floor to apparatus
•Constant supervision during apparatus work
•Mandatory pair work for apparatus handling

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Circulate continuously during apparatus work
•Monitor fatigue levels affecting judgement
•Watch for students attempting movements beyond ability

Emergency Procedures

Stop signal established, first aid kit accessible, clear procedures for accident reporting, student buddy system for support