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Lesson 5 - Body Tension and Control in Travel

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 use our whole body to move like different animals while keeping our muscles strong and controlled?

Learning Objectives

Discover ways of travelling using a variety of body parts to travel with good body tension
Link ways of travelling together in simple sequences
Refine movements using body tension and control

Key Outcomes

Students will be able to demonstrate travelling actions with improved body tension
Students will link two or more travelling actions together smoothly
Students will show awareness of different body parts, levels and speeds in movement

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Spread mats across hall with clear pathways between

Alternative: Carpet squares, yoga mats, or marked floor areas

Music Player

Position centrally for clear sound throughout hall

Alternative: Tablet, phone with speaker, or piano

Cards

6-8 cards

Keep readily accessible for quick reference

Alternative: Verbal descriptions or teacher demonstrations

Key Vocabulary

Body tension

Making your muscles tight and strong to control your body

Travelling

Moving from one place to another using different body parts

Sequence

A series of movements linked together smoothly

Log roll

Rolling sideways with straight body like a rolling log

Dish shape

Body curved like a banana with tummy muscles tight

Arch shape

Body curved backwards like a bridge

Skill Progression Pathway

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

Prior Learning

Basic understanding of body parts
Simple travelling actions like walking and crawling
Experience with dish and arch shapes from previous lessons

Current Skills

Developing body tension awareness
Linking travelling actions together
Using different body parts for travel

Next Steps

More complex travelling sequences
Introduction to rolling actions
Partner work and mirroring

Milestone Indicators

Maintains body tension throughout movement

Links three or more actions smoothly

Demonstrates good spatial awareness

Key Teaching Points

Body tension means making muscles tight and strong, not stiff or rigid
Different body parts can be used for travelling - hands, feet, elbows, tummies
Log rolls require straight body with arms and legs off the floor throughout
Smooth transitions between movements are more important than speed
Learning from others' ideas helps us improve our own work
Control and safety are always more important than competition
Practice makes movements smoother and more confident

Common Misconceptions

Body tension means being completely stiff - correct to controlled strength
Faster is always better - emphasise control and quality over speed
Only hands and feet can be used for travelling - explore all body parts
Gymnastics is only for flexible people - show that control and strength matter more
You have to be exactly like the demonstration - encourage individual interpretation

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use frequent position changes

dyspraxia

Demonstrate movements multiple times, break down complex sequences, provide additional practice time, use simplified versions

autism spectrum

Provide clear visual schedule, use consistent routines, offer quiet space if needed, prepare for animal movement concepts

visual impairment

Use verbal descriptions of movements, provide tactile guidance for body positions, use bright coloured mats for contrast

hearing impairment

Use visual demonstrations and gestures, written instruction cards, partner buddy system for instructions

physical disability

Adapt travelling methods to individual abilities, use wheelchair-accessible movements, provide seated alternatives

Cross-Curricular Links

English

Vocabulary development (tension, travel, sequence), following and giving instructions

Maths

Counting sequences, timing activities, spatial awareness and direction

Science

Understanding muscles and how they work, forces in movement, effects of exercise on the body

PSHE

Cooperation, perseverance, celebrating others' achievements, building confidence

Teacher Guidance

Positioning

Move around perimeter for clear view of all children, position centrally for demonstrations

Observation Focus

Watch for quality of body tension, control in movements, and safe spatial awareness

Intervention Points

Step in if children show signs of dizziness, unsafe movement, or loss of body tension

Demonstration Notes

Use clear, exaggerated movements to show body tension vs relaxation. Demonstrate each travelling method slowly first, then at normal speed

Verbal Cues

•'Tight muscles like a robot!'
•'Show me your strong body!'
•'Control your movement!'
•'Keep those arms and legs off the floor!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear hall space with non-slip surface

Surface Check

Dry, even surface free from obstacles, appropriate for rolling movements

Equipment Safety

Safety Checks

•Check mats are clean and properly positioned
•Ensure adequate spacing between mats
•Verify music equipment is safely positioned

Risk Management

Key Risks

•Dizziness from rolling movements
•Muscle strain from tension exercises
•Collisions during travelling activities
•Slips during animal movements

Risk Mitigation

•Monitor for signs of dizziness and allow rest breaks
•Demonstrate proper body tension vs harmful strain
•Establish clear boundaries and traffic flow
•Ensure adequate spacing between participants

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all children during rolling
•Monitor muscle tension exercises for safety
•Watch for fatigue during sustained activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact office if needed