Lesson 2 - Introduction to Narrow Movements and Shapes
Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts
•Year 1
•Gymnastics
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How can we move our bodies in narrow ways while still being champion gymnasts?
Learning Objectives
- Explore and demonstrate narrow movements whilst maintaining 'champion gymnastics' principles
- Create and hold narrow shapes on different body parts for 4 seconds
- Apply narrow movement concepts safely on gymnasium apparatus
Key Outcomes
- Students will demonstrate narrow movements with control and precision
- Students will create narrow shapes showing understanding of the concept
- Students will apply narrow movements safely on various apparatus
Equipment & Resources Required
Keep within easy reach for signal giving
Alternative: Whistle, bell, or drum
Spread around hall for floor work, then arranged under apparatus
Alternative: Yoga mats or carpeted area
Various heights for differentiated access
Alternative: Balance beams or low walls
Different heights for progression
Alternative: Sturdy blocks or platforms
For moving through in narrow ways
Alternative: Large cardboard boxes
Key Vocabulary
Making the body thin and straight, keeping arms and legs close together
Moving silently with pointed fingers and toes, holding shapes perfectly still
Different parts of the body we can balance or move on (feet, hands, back, bottom, etc.)
Gymnastics equipment like mats, benches, and boxes used for movement exploration
Staying still and controlled in a position without wobbling
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of 'champion gymnastics' principles (silent movement, pointed fingers and toes, stillness in shapes)
- Basic body awareness and control
- Experience moving on different body parts
Current Skills
- Narrow movement exploration
- Creating narrow shapes on various body parts
- Applying narrow concepts on apparatus
Next Steps
- Combining narrow with wide movements
- Creating sequences with narrow, wide and curled movements
- Advanced narrow balances and transitions
Milestone Indicators
Key Teaching Points
- Narrow means keeping body parts close together like a pencil or rocket
- Champion gymnastics principles apply to all movements (silent, pointed fingers/toes, controlled)
- Balance shapes must be held still for 4 seconds to develop stability
- Safety is paramount on apparatus - demonstrate before attempting
- Different body parts can be used as bases for narrow shapes
- Narrow movements can be applied over, under, through and along apparatus
- Creativity should be encouraged within safe narrow movement principles
Common Misconceptions
- Narrow only means standing straight with arms by sides - clarify it applies to all body positions
- Balancing means you must wobble - teach that champion shapes are perfectly still
- All movements must be slow - explain controlled doesn't always mean slow
- Only feet can be used for balancing - demonstrate various body parts as bases
- Apparatus work is just for advanced students - ensure all students access appropriate challenges
SEN Adaptations
ADHD
- Regular position changes, clear boundaries, frequent positive feedback, movement breaks built in
dyspraxia
- Extra practice time, simplified instructions, physical guidance for positioning
autism spectrum
- Clear routines, visual schedule of activities, quiet space available if needed
visual impairment
- Clear verbal descriptions of narrow shapes, tactile guidance for positioning, peer buddy support
hearing impairment
- Visual signals for stop/start, demonstrations emphasised, written instructions displayed
physical disability
- Adapted apparatus heights, alternative narrow shapes achievable from wheelchair/seated position
Cross-Curricular Links
English
New vocabulary (narrow, champion, apparatus), following complex instructions, describing movements
Maths
Counting to 4 during balance holds, understanding concepts of narrow/wide, spatial awareness and geometry
Science
Body parts and how they work together, balance and stability, forces acting on the body
PSHE
Following instructions, cooperation, supporting others, resilience when learning new skills
Teacher Guidance
Positioning
Stand where all students can see demonstrations, move actively around apparatus zones during exploration
Observation Focus
Watch for narrow shape understanding, safe apparatus use, champion gymnastics principles
Intervention Points
Step in if narrow concepts not grasped, apparatus use becomes unsafe, or students struggling with balance
Demonstration Notes
Always demonstrate narrow positions clearly with exaggerated precision, use students as positive examples
Verbal Cues
- •'Make your body thin like a pencil!'
- •'Keep arms close to your body!'
- •'Champion gymnasts are silent and controlled!'
- •'Hold that narrow shape perfectly still!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space for movement, additional space for apparatus stations
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus stable and appropriate height for Year 1
- •Safety mats positioned around all apparatus
- •Tambourine volume appropriate to avoid startling
Risk Management
Key Risks
- •Falls during balancing activities
- •Collisions during movement games
- •Unsafe apparatus use
- •Slips during travelling movements
Risk Mitigation
- •Clear boundaries established for movement areas
- •Adequate spacing between students during activities
- •Progressive skill building from floor to apparatus
- •Continuous supervision of apparatus use
- •Clear safety rules explained and reinforced
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Move actively between groups during apparatus work
- •Monitor high-activity areas during games
Emergency Procedures
Stop all activity immediately, assess any incidents, provide appropriate first aid, contact office if required