🤸

Lesson 1 - Introduction to Wide Shapes and Movements

Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts

•

Year 1

•

Gymnastics

•

45 min

Big Question

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

Tambourine

Keep handy for freeze signals throughout lesson

Alternative: Whistle, drum, clapping

Gymnastics Mats

6-8

Spread around hall for floor work and under apparatus

Alternative: Carpet squares, marked floor spaces

Apparatus

2-3

Height appropriate for Year 1 (20-30cm high)

Alternative: Balance beams, raised planks

Low Boxes/Platforms

2-3

Various heights for different abilities

Alternative: Stacked mats, stable blocks

Tunnels

3-4

Secure and stable for crawling through

Alternative: Chairs with sheets, large cardboard boxes

Key Vocabulary

Wide

Making your body stretch out to take up lots of space from side to side

Champion Gymnastics

Moving silently with pointed fingers and toes, and holding shapes perfectly still

Body Parts

Different parts of your body you can balance or move on

Shape

A still position you make with your body and hold without moving

Balance

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

Silent movement throughout lesson

Pointed fingers and toes consistently

4-second shape holds without wobbling

Creative wide movements on apparatus

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