Lesson 4 - Exploring Wide, Narrow and Curled Shapes
Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts
•Year 1
•Gymnastics
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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
Distribute evenly across three zones
Alternative: Yoga mats or carpet tiles
Place in different zones for varied exploration
Alternative: Low balance beams or PE benches
Different heights to create varied challenges
Alternative: Foam blocks or sturdy PE equipment
Some on floor, some elevated for variety
Alternative: Rope circles or chalk circles
For rhythm and shape-holding signals
Alternative: Bell, whistle or drum
Clearly mark 'Wide', 'Narrow' and 'Curled' zones
Alternative: Coloured cones or paper signs
Key Vocabulary
Making your body as broad as possible by stretching arms and legs apart
Making your body as thin as possible by bringing arms and legs close together
Making your body round like a ball by bending and tucking in
Moving with excellent control, confidence and precision like a gymnastic champion
Creative movements that use apparatus in imaginative ways
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
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