Lesson 4 - Flexibility and Levels in Shapes
Creative Body Shapes
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we use our bodies to create amazing flexible shapes at different levels like the animals in the wild?
Learning Objectives
- Define flexibility in simple terms and demonstrate it through body shapes
- Create and perform shapes showing flexibility at low, medium and high levels
- Identify and describe different levels in gymnastics movements
Key Outcomes
- Students will demonstrate understanding of flexibility through safe body shapes
- Students will create tucked, star, straight and piked shapes at three different levels
- Students will use correct vocabulary to describe levels and flexibility in gymnastics
Equipment & Resources Required
Spread evenly around hall with clear pathways between
Alternative: Carpet area if mats unavailable
Keep ready to show during warm-up for inspiration
Alternative: Teacher verbal cues if cards unavailable
Key Vocabulary
The ability to move joints through their full range of motion and stretch muscles safely
The height at which movements are performed - low (on floor), medium (crouching), high (standing/jumping)
A seated forward fold position showing flexibility in the hips while keeping legs and back straight
An arched shape showing flexibility in the shoulders and spine
A shape where legs are extended in opposite directions showing hip flexibility
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (tucked, straight, star)
- Understanding of high, medium and low levels
- Safe movement around the gymnastics area
Current Skills
- Demonstrating flexibility through body shapes
- Creating shapes at different levels
- Understanding the term flexibility and its application
Next Steps
- Combining flexible shapes into sequences
- Adding travelling movements between flexible shapes
- Creating partner work using flexible shapes
Milestone Indicators
Key Teaching Points
- Never force flexibility beyond personal comfort zones
- Always warm up adequately before attempting flexible shapes
- Hold all shapes still for three seconds to build strength and control
- Emphasise breathing normally during all stretching activities
- Progress gradually from simple to advanced shapes
- Focus on correct technique over achievement of extreme positions
- Celebrate personal improvement rather than comparison with others
Common Misconceptions
- Flexibility means forcing your body into painful positions - correct by emphasising comfort zones
- Everyone should be able to achieve the same level of flexibility - address through individual targets
- Bouncing helps improve stretching - teach static holds instead
- Flexibility is only important for gymnastics - connect to daily life activities
- You're either flexible or you're not - explain that flexibility can be improved safely over time
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and expectations, opportunities for movement throughout
dyspraxia
- Break down complex shapes into smaller steps, extra practice time, simplified coordination requirements
autism spectrum
- Clear structure and routine, visual shape cards for reference, predictable sequence of activities
visual impairment
- Clear verbal descriptions of shapes, tactile guidance for body positioning, buddy system for safety
hearing impairment
- Visual demonstrations of all shapes, written instruction cards available, clear visual cues for timing
physical disability
- Adapted shapes using available range of motion, seated variations where appropriate, focus on personal achievement
Cross-Curricular Links
English
Vocabulary development with gymnastics terms, following instructions, describing movements
Maths
Counting to three for holds, recognising and creating geometric shapes, measuring angles in body positions
Science
Understanding how joints and muscles work, flexibility of materials, forces in gymnastics
PSHE
Understanding personal limits, respecting others' abilities, building confidence through achievement
Teacher Guidance
Positioning
Central position during demonstrations, mobile during practice to monitor all students
Observation Focus
Technique in flexible shapes, safety awareness, understanding of levels concept
Intervention Points
Step in if students forcing flexibility beyond comfort, assist with bridge technique if needed
Demonstration Notes
Demonstrate: All shapes clearly but emphasise personal limits, show progressions for advanced students
Verbal Cues
- •'Only stretch as far as feels comfortable'
- •'Remember to breathe normally'
- •'Show me your best safe shape'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space, clear of obstacles and with non-slip surface
Surface Check
Dry, clean surface suitable for floor work, mats available for ground-based activities
Equipment Safety
Safety Checks
- •Mats checked for tears or damage
- •Adequate spacing between mats to prevent collisions
- •No equipment with sharp edges or projections
Risk Management
Key Risks
- •Over-stretching leading to muscle strain
- •Loss of balance in advanced shapes
- •Collisions during movement activities
- •Improper technique in bridge causing neck injury
Risk Mitigation
- •Never force students beyond comfortable range of motion
- •Emphasise personal limits and 'comfort zone' stretching only
- •Provide adequate warm-up before flexibility work
- •Monitor technique closely during advanced shapes
- •Ensure adequate spacing between students
- •Progress gradually from simple to complex shapes
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during floor work
- •Move between students during flexibility shapes to monitor technique
- •Watch particularly closely during bridge and split attempts
- •Intervene immediately if unsafe technique observed
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school first aider if needed