Lesson 1 - Introduction to Wide Shapes and Movements
Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts
•Year 1
•Gymnastics
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How can we use our whole body to make champion wide shapes like a gymnast?
Learning Objectives
- To explore and demonstrate wide movements and shapes on the floor and apparatus
- To apply 'champion gymnastics' principles while moving in wide ways
- To understand the difference between wide movements and wide shapes
Key Outcomes
- Students will demonstrate safe wide movements on different body parts
- Students will create and hold wide shapes for 4 seconds with control
- Students will move like champions with pointed fingers and toes in silence
Equipment & Resources Required
Keep handy for freeze signals throughout lesson
Alternative: Whistle, drum, clapping
Spread around hall for floor work and under apparatus
Alternative: Carpet squares, marked floor spaces
Height appropriate for Year 1 (20-30cm high)
Alternative: Balance beams, raised planks
Various heights for different abilities
Alternative: Stacked mats, stable blocks
Secure and stable for crawling through
Alternative: Chairs with sheets, large cardboard boxes
Key Vocabulary
Making your body stretch out to take up lots of space from side to side
Moving silently with pointed fingers and toes, and holding shapes perfectly still
Different parts of your body you can balance or move on
A still position you make with your body and hold without moving
Staying steady and still without falling over
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Moving high and low from Foundation Stage
- Basic body awareness and control
- Simple travelling movements
Current Skills
- Understanding 'wide' as a body shape concept
- Creating wide shapes on different body parts
- Moving in wide ways with champion qualities
Next Steps
- Exploring narrow and curled shapes
- Combining wide movements with other shapes
- Creating sequences with wide movements and shapes
Milestone Indicators
Key Teaching Points
- Wide means stretching out to take up lots of space from side to side
- Champion gymnastics means silent movement with pointed fingers and toes
- Wide shapes must be held perfectly still for 4 seconds
- Wide movements can be done on different body parts
- Safety first - controlled movements on apparatus
- Distinguish between wide movements (travelling) and wide shapes (stationary)
- High wide shapes are standing/raised, low wide shapes are on floor
Common Misconceptions
- Thinking 'wide' only applies to arms - correct by showing whole body can be wide
- Believing wide movements must be fast - emphasise control and champion qualities
- Assuming all shapes on apparatus are automatically wide - check actual body positioning
- Confusing wide with big - wide is specifically about horizontal space
- Thinking pointed fingers means rigid/tense - show relaxed extension
SEN Adaptations
ADHD
- Short activity bursts with clear signals, immediate feedback, kinesthetic learning through movement
dyspraxia
- Break down movements into smaller steps, extra practice time, use of visual/tactile cues for body positioning
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet spaces available if needed
visual impairment
- Use bright coloured apparatus, clear verbal descriptions of wide positions, buddy system for apparatus navigation
hearing impairment
- Visual signals alongside tambourine, clear demonstration of all movements, written instruction cards
physical disability
- Adapted wide shapes from seated position, use of available range of motion, modified apparatus heights
Cross-Curricular Links
Teacher Guidance
Positioning
Move around perimeter of hall to maintain visual contact with all students, spend equal time at each apparatus zone
Observation Focus
Champion qualities (silent, pointed, still), wide body positioning, safety awareness on apparatus
Intervention Points
Step in if students struggling with wide concepts, unsafe on apparatus, or not sharing appropriately
Demonstration Notes
Always demonstrate with exaggerated movements for visibility, contrast good/poor examples, involve students in demonstrations where safe
Verbal Cues
- •'Make it wider!'
- •'Point those fingers and toes!'
- •'Silent like a champion!'
- •'Hold it perfectly still!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m hall space with high ceilings for apparatus work
Surface Check
Clean, dry floor surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned under and around apparatus
- •Equipment appropriate height for Year 1 students
- •Apparatus securely locked/positioned
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students during wide movements
- •Over-stretching in wide positions
- •Unsafe mounting/dismounting of equipment
Risk Mitigation
- •Clear boundaries established around each apparatus zone
- •Adult supervision rotated between zones
- •Progressive skill building from floor to apparatus
- •Emphasis on controlled movements throughout
- •Maximum group sizes at each zone
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students
- •Rotate between apparatus zones regularly
- •Monitor for fatigue in wide shape holds
- •Watch for unsafe risk-taking behaviours
Emergency Procedures
Stop all activity immediately, assess any injury, provide appropriate first aid, contact office if medical attention needed