Lesson 1 - Wide Shapes and Rolling Balances
Foundation Body Shapes and Rolling Control
•Year 1
•Gymnastics
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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
Scattered around activity area for safe landing surfaces
Alternative: Carpet squares, yoga mats
Set up around hall perimeter for circuit work
Alternative: Benches, low boxes, tunnels
For warm-up music game and background during apparatus work
Alternative: Phone with speaker, tablet
For timing apparatus setup challenge
Alternative: Phone timer, wall clock
Key Vocabulary
Body position where arms and legs are stretched out to the sides
Staying steady and still in one position
Moving from one place to another in a controlled way
A series of movements performed one after another
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
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