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Lesson 2 - Apparatus Transfer and Safety

Movement Patterns & Awareness

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Year 1

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Gymnastics

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45 min

Big Question

How can we safely transfer our movement sequences from the floor to apparatus?

Learning Objectives

Transfer movement sequences from floor to low apparatus safely
Demonstrate safe apparatus handling and setup procedures
Identify and apply safety rules when working on apparatus

Key Outcomes

Students will perform their movement sequence on low apparatus with control
Students will work cooperatively to set up and pack away apparatus safely
Students will demonstrate understanding of apparatus safety rules

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Placed around apparatus stations for safety

Alternative: Carpet tiles or yoga mats

Gymnastics Benches

4-6 benches

Set up in stations around the hall

Alternative: Low balance beams or sturdy planks

Low Boxes/Platforms

2-3 tables

Various heights for differentiation

Alternative: Gymnastics boxes or stable platforms

Cards

10-15 cards

Displayed around room for reference

Alternative: Hand-drawn shapes on paper

Cones

20 cones

Mark boundaries and safe zones

Alternative: Markers or bean bags

Key Vocabulary

Apparatus

Equipment used in gymnastics such as benches, mats, and tables

Transfer

Moving or copying movements from one place to another

Sequence

A series of movements performed one after another

Low apparatus

Equipment that is close to the ground like benches and low tables

Lifting technique

The correct way to pick up heavy objects safely

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic movement sequences from Lesson 1
Understanding of personal space
Following simple instructions

Current Skills

Transferring sequences to apparatus
Safe apparatus handling
Working cooperatively with equipment

Next Steps

More complex apparatus combinations
Independent apparatus setup
Creating sequences using multiple pieces of apparatus

Milestone Indicators

Confidently moves on low apparatus

Demonstrates safe lifting technique

Shows awareness of others when using apparatus

Key Teaching Points

Always demonstrate safe lifting technique before equipment handling
Maintain one student per apparatus rule throughout lesson
Encourage adaptation rather than exact repetition of sequences on apparatus
Use positive reinforcement to build confidence with equipment
Link apparatus work back to floor sequences from previous lesson
Emphasise teamwork and cooperation during all equipment activities
Provide clear safety rules and reinforce consistently

Common Misconceptions

Thinking apparatus work is just about physical strength rather than control and technique
Believing faster movements on apparatus are more impressive than controlled ones
Assuming the same sequence will work exactly the same on all apparatus
Thinking safety rules are optional or only apply to other people
Believing they need adult help for everything rather than working cooperatively with peers

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries around apparatus, regular positive reinforcement

dyspraxia

Extra practice time for lifting technique, simplified apparatus setup roles, focus on effort over perfection

autism spectrum

Clear visual schedule of lesson stages, advance warning of transitions, quiet space available if needed

visual impairment

Tactile exploration of apparatus before use, clear verbal descriptions of equipment layout, buddy system for guidance

hearing impairment

Visual demonstrations of all techniques, written safety rules displayed, hand signals for instructions

physical disability

Modified apparatus heights, seated alternatives for floor work, adapted lifting roles within ability

Cross-Curricular Links

English

Following complex instructions, learning new vocabulary (apparatus, transfer, sequence), describing movement experiences

Maths

Counting equipment pieces, measuring apparatus heights, recognising geometric shapes in apparatus arrangement

Science

Understanding forces and balance, exploring cause and effect in movement, learning about body mechanics

PSHE

Cooperation and teamwork, taking responsibility for safety, supporting others, building confidence

Teacher Guidance

Positioning

Central position allowing sight of all apparatus stations, moving to supervise equipment handling

Observation Focus

Safety compliance, sequence adaptation, cooperation during setup, confidence building

Intervention Points

Unsafe apparatus use, incorrect lifting technique, lack of cooperation, overconfidence

Demonstration Notes

Always demonstrate lifting technique, show apparatus transitions clearly, model teamwork behaviour

Verbal Cues

•'Magic lifting position!'
•'Slow and controlled'
•'Work together'
•'Safety first'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space with apparatus storage accessible

Surface Check

Non-slip floor surface clear of obstacles and hazards

Equipment Safety

Safety Checks

•All apparatus checked for damage before use
•Mats positioned appropriately for landing areas
•Weight limits observed for all equipment
•Stable setup verified before student use

Risk Management

Key Risks

•Falls from apparatus
•Collisions during apparatus setup
•Back injury from incorrect lifting
•Overconfidence leading to unsafe movements

Risk Mitigation

•Mandatory safety briefing before apparatus use
•One student per apparatus piece at a time
•Adult supervision throughout lesson
•Progressive skill building from floor to apparatus
•Clear lifting technique instruction and practice

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus
•Circulate during practice time
•Immediate intervention for unsafe behaviour
•Support during equipment setup and pack away

Emergency Procedures

Stop signal established, first aid kit accessible, clear procedures for apparatus-related injuries