Lesson 4 - Stretching with Apparatus
Balance & Flow Sequences
β’Year 2
β’Gymnastics
β’Start Planning Better PE Lessons
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How can we create exciting shapes with our bodies using stretching and curling movements on apparatus?
Learning Objectives
- To stretch and curl whilst performing a variety of gymnastic movements
- To show inversion and counter balance using apparatus safely
- To demonstrate clear differences between stretching and curling positions
Key Outcomes
- Students will perform controlled stretching and curling movements
- Students will use apparatus to create counter balance and inversion positions
- Students will create a sequence showing clear contrasts between stretched and curled shapes
Equipment & Resources Required
Distribute around hall with clear pathways between
Alternative: Tables, chairs, large cushions for support work
Positioned for clear sound throughout space
Alternative: Voice commands, clapping rhythms
For timing apparatus setup challenges
Alternative: Phone timer, wall clock
Mark clear boundaries and pathways
Alternative: Chalk lines, tape marks
Key Vocabulary
Making your body or body parts as long and extended as possible
Making your body into a rounded, tucked shape
Being upside down with feet higher than head
Using apparatus or partner to help maintain balance
Keeping muscles tight to create strong, controlled shapes
Both sides of the body doing the same thing
Different shapes on each side of the body
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (straight, curved, wide, narrow)
- Simple balances on different body parts
- Safe movement around apparatus
Current Skills
- Controlled stretching and curling movements
- Counter balance techniques using apparatus
- Inversion positions with support
Next Steps
- Complex gymnastics sequences
- Partner balancing and counter balance
- Advanced apparatus work with flight
Milestone Indicators
Key Teaching Points
- Always emphasise safety in apparatus work - rules are non-negotiable
- Make clear distinctions between stretching and curling throughout the lesson
- Use character work to make body shapes memorable and engaging
- Encourage creative interpretation while maintaining safety standards
- Build confidence through progressive skill development from floor to apparatus
- Use apparatus as a tool to enhance movement, not just a challenge to overcome
- Celebrate effort and improvement alongside achievement in all activities
Common Misconceptions
- Stretching means just reaching up with arms - clarify it involves whole body extension
- Inversion work is dangerous - teach that proper technique makes it safe and beneficial
- Apparatus work is only for advanced students - show how apparatus can support all abilities
- Sequences must be complex to be good - emphasise quality over complexity
- Gymnastics is only about strength - highlight the importance of control and artistry
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks during instruction
dyspraxia
- Extra practice time for sequences, simplified apparatus challenges, visual cues for body positions
autism spectrum
- Clear visual schedule of lesson sections, consistent apparatus routines, quiet space available if needed
visual impairment
- Use verbal descriptions of all shapes, provide physical guidance for apparatus positioning, bright coloured apparatus where possible
hearing impairment
- Visual demonstrations of all movements, hand signals for apparatus work, written safety rules displayed
physical disability
- Adapted apparatus heights, seated variations of stretching and curling, modified sequence requirements
Cross-Curricular Links
English
Following complex instructions, describing movement qualities, character vocabulary from Toy Story
Maths
Symmetry and asymmetry concepts, counting movements in sequences, measuring apparatus setup spaces
Science
Forces and gravity in balance work, muscle groups in stretching and curling, levers in apparatus use
Art
Body shapes creating visual patterns, character interpretation through movement
Teacher Guidance
Positioning
Move around apparatus stations maintaining overview of all groups
Observation Focus
Watch for apparatus safety, quality of movement, and student cooperation
Intervention Points
Step in immediately for unsafe apparatus use or unclear technique
Demonstration Notes
Use students to demonstrate good examples alongside teacher modelling
Verbal Cues
- β’'Strong body shapes!'
- β’'Use the apparatus to help you!'
- β’'Show me the difference!'
- β’'Safety first always!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 12m for apparatus work and movement
Surface Check
Clean, dry, non-slip surface checked for hazards before lesson
Equipment Safety
Safety Checks
- β’All apparatus checked for stability and damage before use
- β’Mats positioned appropriately around all apparatus
- β’No more than 4-5 students per apparatus station
Risk Management
Key Risks
- β’Falls from apparatus
- β’Collisions during movement activities
- β’Improper lifting during apparatus setup
- β’Neck injury during inversion work
Risk Mitigation
- β’Clear apparatus safety rules taught and reinforced
- β’Proper supervision of all apparatus work
- β’Progressive skill building from floor to apparatus
- β’Emphasis on shoulder stand technique not headstand
Supervision & Emergency Procedures
Supervision Points
- β’Position to see all apparatus stations
- β’Actively monitor inversion work
- β’Check apparatus setup and pack away procedures
Emergency Procedures
Stop all activity immediately, assess student, provide appropriate first aid, inform office if serious