Lesson 5 - Body Tension and Control in Travel
Movement Patterns & Awareness
•Year 1
•Gymnastics
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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
Spread mats across hall with clear pathways between
Alternative: Carpet squares, yoga mats, or marked floor areas
Position centrally for clear sound throughout hall
Alternative: Tablet, phone with speaker, or piano
Keep readily accessible for quick reference
Alternative: Verbal descriptions or teacher demonstrations
Key Vocabulary
Making your muscles tight and strong to control your body
Moving from one place to another using different body parts
A series of movements linked together smoothly
Rolling sideways with straight body like a rolling log
Body curved like a banana with tummy muscles tight
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
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