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Lesson 3 - Muscle Tension and Shape Adaptation

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 muscles like switches to create and change amazing shapes with our bodies?

Learning Objectives

Identify and demonstrate five different body shapes using appropriate muscle tension
Use controlled muscle tension to hold shapes for three seconds consistently
Adapt and modify basic shapes to create personal variations

Key Outcomes

Students will demonstrate the difference between floppy and tense muscles
Students will hold gymnastics shapes with good muscle tension for three seconds
Students will create their own shape variations from basic positions

Equipment & Resources Required

Mats

1 per 2 students (15 mats)

Arranged in grid pattern with walking space between

Alternative: Carpet squares, yoga mats

Music Player

Positioned for clear audio throughout space

Alternative: Tablet, phone with speaker

Cards

5 shape cards

Large enough for whole class to see clearly

Alternative: Hand-drawn pictures, digital display

Key Vocabulary

Muscle tension

When our muscles are tight and strong to hold our body in position

Dish shape

Lying on back with arms and legs slightly lifted off the floor like a shallow bowl

Arch shape

Lying on tummy with arms and legs lifted to create a bridge-like curve

Tuck shape

Body curled up small with knees drawn to chest

Star shape

Body spread wide with arms and legs extended outward

Adapt

To change or modify something to make it different

Skill Progression Pathway

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

Prior Learning

Basic understanding of body parts and positions
Ability to follow simple movement instructions
Experience with starting and stopping on command

Current Skills

Understanding muscle tension versus relaxation
Holding body shapes with control for short periods
Adapting and modifying basic shapes creatively

Next Steps

Linking shapes together in simple sequences
Using apparatus to create shapes at different levels
Partner work incorporating shape holding and observation

Milestone Indicators

Visible muscle engagement when holding shapes

Consistent three-second hold duration

Clear shape definition and body line

Creative adaptation of basic positions

Key Teaching Points

Muscle tension is key to holding gymnastics shapes safely and effectively
Three-second holds develop strength and control progressively for young children
Gentle lifting prevents strain while building proper technique foundations
Partner work teaches respect, cooperation and careful physical interaction
Shape adaptation encourages creativity while maintaining technical standards
Using imagery and descriptive language helps children understand and remember concepts
Celebrating effort over perfection builds confidence and continued engagement

Common Misconceptions

Students may think 'stronger' means lifting higher - emphasise control over height
Children might hold their breath during shapes - remind them to breathe normally
Some may believe muscle tension means being stiff all over - teach selective engagement
Students might think all adaptations should be dramatic - value subtle changes too
Children may compare their shapes negatively to others - focus on personal progress

SEN Adaptations

ADHD

Regular movement breaks, clear physical boundaries, immediate positive feedback for focus and effort

dyspraxia

Simplified shape expectations, additional support for spatial awareness, extended practice time for movements

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if overstimulated

visual impairment

Clear verbal descriptions of all shapes, tactile guidance for positioning, partnering with sighted student for demonstrations

hearing impairment

Visual demonstrations of all movements, hand signals for timing, written/picture cards for instructions

physical disability

Adapted shapes from seated or supported positions, modified muscle tension activities, alternative participation roles

Cross-Curricular Links

English

Descriptive vocabulary for shapes and movements, following multi-step instructions

Maths

Counting to three with consistent rhythm, understanding of shape vocabulary and properties

Science

How muscles work in the human body, forces and resistance during partner activities

PSHE

Cooperation and communication during partner work, giving and receiving constructive feedback

Teacher Guidance

Positioning

Move around perimeter of activity area to observe all students, position centrally for demonstrations

Observation Focus

Watch for proper muscle engagement, safe shape execution, appropriate effort levels, positive peer interactions

Intervention Points

Step in if students show signs of strain, ensure partner activities remain gentle, redirect if shapes become unsafe

Demonstration Notes

Always demonstrate from side view for shapes, exaggerate key teaching points, use students as demonstrators when appropriate, maintain enthusiasm throughout

Verbal Cues

•'Strong muscles, gentle lift!'
•'Feel those muscles working!'
•'Hold it... two... three!'
•'Gentle push, strong resistance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, 1.5m between mats

Surface Check

Clean, dry, non-slip floor suitable for mat work

Equipment Safety

Safety Checks

•Mats checked for wear, tears, or slippery surfaces
•Music equipment positioned safely away from activity area
•No trailing cables or obstacles in movement space

Risk Management

Key Risks

•Back strain from excessive lifting in dish/arch shapes
•Collision during musical statues warm-up
•Inappropriate force during partner pushing activity

Risk Mitigation

•Emphasise gentle lifting rather than maximum height
•Clear boundaries and safe spacing for movement activities
•Specific instructions for light, controlled pushing only
•Continuous monitoring of student effort levels

Supervision & Emergency Procedures

Supervision Points

•Position to observe spine alignment during shapes
•Monitor partner interactions for safety and respect
•Watch for signs of overexertion or discomfort

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school nurse if needed