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Lesson 4 - Exploring Wide, Narrow and Curled Shapes

Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts

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Year 1

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Gymnastics

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45 min

Big Question

How can we move our bodies like champion gymnasts using wide, narrow and curled shapes?

Learning Objectives

To explore and demonstrate wide, narrow and curled body shapes and movements
To transition smoothly between different gymnastic shapes using apparatus
To understand what makes 'interesting' and 'champion' gymnastics through creative movement

Key Outcomes

Students will confidently create and hold wide, narrow and curled shapes for 4 seconds
Students will move creatively between shapes using apparatus in three zones
Students will combine apparatus pieces to create 'interesting' gymnastic movements

Equipment & Resources Required

Gymnastics Mats

7 large mats

Distribute evenly across three zones

Alternative: Yoga mats or carpet tiles

Gymnastics Benches

3-4 benches

Place in different zones for varied exploration

Alternative: Low balance beams or PE benches

Gymnastics Blocks

6-8 blocks of varying heights

Different heights to create varied challenges

Alternative: Foam blocks or sturdy PE equipment

Hoops

8-10 hoops

Some on floor, some elevated for variety

Alternative: Rope circles or chalk circles

Tambourine

For rhythm and shape-holding signals

Alternative: Bell, whistle or drum

Zone Labels

3 large signs

Clearly mark 'Wide', 'Narrow' and 'Curled' zones

Alternative: Coloured cones or paper signs

Key Vocabulary

Wide

Making your body as broad as possible by stretching arms and legs apart

Narrow

Making your body as thin as possible by bringing arms and legs close together

Curled

Making your body round like a ball by bending and tucking in

Champion

Moving with excellent control, confidence and precision like a gymnastic champion

Interesting gymnastics

Creative movements that use apparatus in imaginative ways

Apparatus

Equipment used in gymnastics like mats, benches, hoops and blocks

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple gymnastics shapes and balances
Following instructions and moving safely in hall

Current Skills

Creating wide, narrow and curled shapes with control
Transitioning between shapes using apparatus
Understanding 'champion' and 'interesting' gymnastics

Next Steps

Combining shapes into simple sequences
Using apparatus to create advanced movements
Performing gymnastics with fluency and control

Milestone Indicators

Holds shapes still for 4+ seconds consistently

Uses apparatus creatively and safely

Demonstrates understanding of quality movement

Key Teaching Points

Champion gymnastics means controlled, confident and creative movement
Wide shapes stretch body parts apart, narrow brings them together, curled makes ball shapes
Apparatus should help and support shape-making, not just be climbed on
Safety always comes first, especially when combining apparatus pieces
Interesting gymnastics means using imagination and creativity with equipment
Holding shapes still for 4 seconds develops control and strength
Working together and sharing apparatus shows champion behaviour

Common Misconceptions

Thinking gymnastics is just about climbing apparatus - emphasise it's about controlled movement and shapes
Believing faster movement is better - stress that champion movement is controlled and purposeful
Assuming only certain students can be champions - reinforce that everyone can show champion qualities
Thinking creative gymnastics means unsafe gymnastics - emphasise that safety and creativity work together
Believing apparatus is just for climbing - show how it supports and enhances shape-making

SEN Adaptations

ADHD

Use frequent movement opportunities, provide clear short instructions, celebrate immediate successes

dyspraxia

Break down movements into smaller steps, provide extra demonstration time, allow longer to master shapes

autism spectrum

Provide clear structure and routine, use visual schedule for zone rotations, allow fidget tools during sitting times

visual impairment

Use tactile apparatus exploration, provide clear verbal descriptions of shapes, ensure safe boundaries with physical markers

hearing impairment

Use visual signals instead of tambourine, provide clear visual demonstrations, use gesture cues for shape changes

physical disability

Adapt shapes for individual capabilities, provide seated or supported versions, use appropriate modified apparatus

Cross-Curricular Links

English

Learning new vocabulary (wide, narrow, curled, champion), following instructions, describing movements and shapes

Maths

Counting to 4 slowly, understanding spatial concepts (wide/narrow), recognising shapes and patterns

Science

Understanding how the body moves, exploring balance and stability, investigating different materials and surfaces

Art

Creating body shapes like sculptures, thinking about form and space, expressing creativity through movement

PSHE

Working cooperatively, sharing equipment, building confidence, celebrating achievements of self and others

Teacher Guidance

Positioning

Move continuously between the three zones to provide support and ensure safety

Observation Focus

Watch for shape quality, safe apparatus use, cooperative behaviour and creative thinking

Intervention Points

Step in if unsafe apparatus use occurs, if students need help understanding shapes, or if conflicts arise over equipment sharing

Demonstration Notes

Use exaggerated movements to make shapes clear, always demonstrate safely, involve students in demonstrations when possible

Verbal Cues

•'Champion control!'
•'Hold it still!'
•'Use the apparatus to help you!'
•'Safety first!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 10m, with clear boundaries

Surface Check

Non-slip surface, free from obstacles, adequate ceiling height for jumping

Equipment Safety

Safety Checks

•Check all apparatus for stability before use
•Ensure mats are flat and properly positioned
•Verify benches and blocks are secure and appropriate height

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Inappropriate use of multiple apparatus pieces

Risk Mitigation

•Clear zone boundaries and rotation procedures
•Emphasis on controlled, champion movements
•Extra supervision during 'interesting gymnastics' combinations
•Progressive introduction of apparatus complexity

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three zones
•Move between zones to provide close supervision
•Monitor apparatus combinations extra carefully

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if needed