Lesson 3 - Introduction to Curled Movements and Shapes
Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts
•Year 1
•Gymnastics
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How can we move like champion gymnasts using curled movements and shapes?
Learning Objectives
- To explore and create movements and balances in a curled way on the floor and apparatus
- To apply 'champion gymnastics' principles to curled movements
- To understand the difference between curled movements and curled shapes
Key Outcomes
- Students will demonstrate curled movements on different body parts
- Students will create and hold curled shapes for 4 seconds
- Students will apply curled movements safely on apparatus
Equipment & Resources Required
Placed around activity zones for safety
Alternative: Carpet tiles or soft surface
For stop/start signals during activities
Alternative: Whistle or clapping
Set up in zones around the hall
Alternative: Benches, low boxes, tunnels
For travelling and balancing activities
Alternative: Low boxes or planks
Various heights for different abilities
Alternative: Stepping blocks
For curled travelling through activities
Alternative: Archway or partner tunnels
Key Vocabulary
When the body is rounded and curved, like a ball or hedgehog
Moving silently, with pointed fingers and toes, and holding shapes still
Moving the body in a curled way from one position to another
Staying still and controlled in a shape or position
Different parts we can balance or move on (back, side, bottom, shoulders)
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Understanding of wide and narrow movements from previous lessons
- Basic safety awareness in gymnastics
Current Skills
- Curled body shapes and positions
- Rolling movements in curled positions
- Applying champion gymnastics principles to curled movements
Next Steps
- Combining wide, narrow, and curled movements in sequences
- Advanced rolling techniques
- Partner work with curled movements
Milestone Indicators
Key Teaching Points
- Curled means rounded like a ball with knees to chest and back curved
- Champion gymnasts move silently with pointed fingers and toes
- Safety first - always use mats and follow apparatus rules
- Hold all shapes steady for 4 seconds to show control
- Explore different body parts for making curled shapes
- Rolling requires chin tucked to chest for safety
- Creative exploration on apparatus while maintaining curled focus
Common Misconceptions
- Thinking curled only means arms bent - correct by showing whole body rounding
- Believing you can't point fingers/toes when curled - demonstrate extensions possible
- Assuming rolling is just falling over - teach controlled, deliberate movement
- Thinking apparatus work means abandoning floor skills - connect all learning
- Believing curled shapes are the same as small shapes - emphasise the rounding quality
SEN Adaptations
ADHD
- Clear boundaries for apparatus zones, regular movement breaks, specific roles and responsibilities
dyspraxia
- Slower progressions through rolling skills, extra support for balance activities, simplified apparatus arrangements
autism spectrum
- Clear routine and structure, visual schedule of activities, quiet spaces available if needed
visual impairment
- Use tactile cues for curled positions, verbal descriptions of apparatus layout, buddy system for apparatus work
hearing impairment
- Visual signals for stop/start, demonstrate all movements clearly, use hand signals for tambourine cues
physical disability
- Adapted curled positions as able, wheelchair-accessible apparatus where possible, focus on achievable movements
Cross-Curricular Links
Maths
Counting to 4 seconds, understanding shapes and curves, spatial awareness and directions
Science
Body parts and how they move, forces in rolling, balance and stability
Art
Creating shapes with bodies, understanding curved lines vs straight lines
PSHE
Cooperation and sharing, helping others, building confidence and resilience
Teacher Guidance
Positioning
Central position allowing view of all apparatus zones, move between zones regularly
Observation Focus
Safety awareness, curled movement quality, creative problem-solving on apparatus
Intervention Points
Step in if safety concerns arise, support students struggling with curled concept
Demonstration Notes
Show curled positions clearly, emphasise safety in rolling, model champion gymnastics throughout
Verbal Cues
- •'Stay curled like a ball!'
- •'Champion silent movement!'
- •'Point those fingers and toes!'
- •'Hold it steady for 4 seconds!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space, clear of obstacles
Surface Check
Non-slip surface, clean and dry, adequate ventilation
Equipment Safety
Safety Checks
- •All apparatus stable and correctly assembled
- •Mats positioned under and around apparatus
- •Regular equipment safety checks
- •Age-appropriate apparatus heights
Risk Management
Key Risks
- •Falls during rolling activities
- •Collisions during apparatus work
- •Incorrect landing from apparatus
- •Head injuries during forward/backward rolls
Risk Mitigation
- •Adequate mat coverage for all activities
- •Clear safety rules established and reinforced
- •Progressive skill building from floor to apparatus
- •Constant supervision during apparatus work
- •Proper rolling technique taught (chin tucked)
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus zones
- •Prioritise observation of rolling activities
- •Monitor apparatus transitions carefully
Emergency Procedures
Stop activity immediately, assess injury, apply first aid if trained, call for medical assistance if needed