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Lesson 4 - Flexibility and Levels in Shapes

Creative Body Shapes

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Year 2

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

1 per 2 students (15 mats)

Spread evenly around hall with clear pathways between

Alternative: Carpet area if mats unavailable

Cards

8-10 cards

Keep ready to show during warm-up for inspiration

Alternative: Teacher verbal cues if cards unavailable

Key Vocabulary

Flexibility

The ability to move joints through their full range of motion and stretch muscles safely

Levels

The height at which movements are performed - low (on floor), medium (crouching), high (standing/jumping)

Japana

A seated forward fold position showing flexibility in the hips while keeping legs and back straight

Bridge

An arched shape showing flexibility in the shoulders and spine

Split

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

Holds flexible shapes still for 3 seconds

Demonstrates understanding of flexibility in hips and shoulders

Creates shapes at all three levels independently

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