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Lesson 1 - Basic Shapes & Transitions

Apparatus Mastery and Routine Composition

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Year 8

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Gymnastics

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Big Question

How can we use our bodies to create clear shapes that flow smoothly from one piece of apparatus to another?

Learning Objectives

Students can demonstrate five basic gymnastic shapes with control and precision
Students can travel across small apparatus combining basic shapes
Students can create smooth transitions between floor and apparatus work

Key Outcomes

All students will understand and attempt basic gymnastic shapes
Most students will perform basic shapes on apparatus with developing control
Some students will create fluid sequences linking shapes across apparatus with excellent control

Equipment & Resources Required

Cards

1 set showing example movements

Display cards prominently where all students can see, or distribute sets to groups

Alternative: Digital images on screen, printed A4 sheets, demonstration by teacher

Mats

1 per 2-3 students (approximately 10-12 mats)

Arrange mats in safe spacing (minimum 2m apart) around hall perimeter initially

Alternative: Larger mats divided into sections, crash mats for lower ability groups

Balance Beams

5 low balance beams (10-15cm height)

Position beams with mats underneath for safety, ensure stable and level surface

Alternative: Benches turned upside down, painted lines on floor for preparation, raised planks

Tablets

1 per group of 4-5 students (6 tablets total)

Charge devices before lesson, set up tripods or device holders for stable filming

Alternative: Smartphones, video cameras, peer observation with written notes

Cones

20-30 cones

Use to mark safe working zones, apparatus boundaries, and traffic flow patterns

Alternative: Spots, rope lines, tape markers on floor

Gymnastics Mats

1 per beam (4-6 mats)

Position at both ends of each beam for mounting and dismounting

Alternative: Crash mats, folded mats for extra cushioning

Key Vocabulary

Tuck

A compact shape where knees are drawn to chest and body is curled into a tight ball

Straddle

A wide-legged position with legs extended and separated, body upright or folded forward

Pike

Body folded at hips with straight legs together, reaching towards toes

Arch

Body curved backwards with chest lifted and hips pushed forward

Straight

Body fully extended in a straight line with tension throughout

Transition

The smooth movement from one shape or position to another without breaks or wobbles

Apparatus

The gymnastic equipment we use such as mats, beams, benches, and bars

Mount

The controlled way we get onto a piece of apparatus

Dismount

The controlled way we get off a piece of apparatus, landing safely

Sequence

A series of movements performed one after another in a planned order

Skill Progression Pathway

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

Prior Learning

Students should understand basic body awareness and control from Year 7
Students should have experience of floor-based gymnastic movements
Students should understand basic safety principles in gymnastics

Current Skills

Identifying and performing five basic gymnastic shapes (tuck, straddle, pike, arch, straight)
Transferring shapes from floor to low apparatus
Creating smooth transitions between movements
Using apparatus safely and with control

Next Steps

Developing more complex shape combinations and sequences
Adding rotation and travel elements to shape work
Creating partner and group sequences
Building towards a complete gymnastic routine by lesson 4

Milestone Indicators

Students hold shapes for 3+ seconds with clear body positions

Smooth entry and exit from balance beam

Consistent quality of movement across different apparatus

Ability to self-correct based on visual feedback

Key Teaching Points

SAFETY FIRST: Always ensure safe mounting/dismounting technique before adding complexity - this is non-negotiable for apparatus work
SHAPE CLARITY: Emphasise body tension and clear positions - 'Would someone watching know which shape you're showing?'
EYES UP: Looking forward dramatically improves balance on apparatus - constantly reinforce this cue
PARTNER SPOTTING: Teach students to position themselves to offer hand support without interfering with performance
SMOOTH TRANSITIONS: Gymnastics is about flow not separate movements - encourage continuous motion between shapes
INDIVIDUAL PROGRESS: Compare students to their own previous attempts, never to others - foster growth mindset
FEEDBACK QUALITY: Model specific, constructive feedback using gymnastics vocabulary - raise expectations for peer assessment

Common Misconceptions

MISCONCEPTION: 'Flexibility is the most important thing in gymnastics.' CORRECTION: Control, body tension, and precision are equally vital. We can perform excellent gymnastics within our own range of flexibility.
MISCONCEPTION: 'Higher beams are better for learning.' CORRECTION: Low beams (10-15cm) are perfect for developing confidence and technique. Height comes later when control is mastered.
MISCONCEPTION: 'The more shapes in a sequence, the better.' CORRECTION: Quality over quantity - three brilliant shapes with smooth transitions beats five messy, rushed shapes every time.
MISCONCEPTION: 'Looking down helps with balance on the beam.' CORRECTION: Looking forward or at a fixed spot ahead actually improves balance by stabilizing the vestibular system.
MISCONCEPTION: 'You have to be naturally talented at gymnastics.' CORRECTION: Gymnastics skills are learned through practice, feedback, and refinement - anyone can improve with effort and good coaching.
MISCONCEPTION: 'Pain during stretching means it's working.' CORRECTION: Stretching should create mild tension, never pain. Pain signals potential injury - we always work within comfortable ranges.
MISCONCEPTION: 'Boys aren't good at gymnastics.' CORRECTION: Gymnastics develops strength, control, and body awareness that benefits everyone regardless of gender - male gymnasts are incredibly strong and skilled athletes.

SEN Adaptations

ADHD

Short, varied activities to maintain focus (achieved through lesson structure). Clear boundaries and workspaces marked with cones. Regular movement breaks built into lesson. Use of fidget tools during seated reflection if needed. Positive reinforcement for sustained attention.

dyspraxia

Extra demonstration and practice time for movement sequences. Break down skills into smaller micro-steps. Use of larger, softer equipment initially. Visual guides showing body positions. Reduced sequence length (2 shapes instead of 3).

autism spectrum

Clear visual schedule of lesson structure displayed throughout. Provide advance notice of transitions with countdown timer. Offer quiet zone if sensory overwhelm occurs. Use of social stories for partner work expectations. Consistent routines and predictable lesson flow.

visual impairment

Use brightly coloured tape to mark edges of beams and mats for contrast. Provide tactile shape cards. Verbal descriptions of all demonstrations. Buddy system for spatial navigation. Use textured mats to identify stations.

hearing impairment

Visual demonstrations essential for all instructions. Written task cards at each station. Use of visual signals instead of whistle (lights, flags). Face students when speaking for lip-reading. Pre-teach vocabulary with visual supports.

general adaptations

All activities have support/core/extension options built in. Flexible grouping based on need. Task cards with visual supports available. Adult support deployed where most needed. Success criteria differentiated for all learners.

physical disability

Adapted apparatus heights or floor-based alternatives. Use of benches instead of beams for width support. Seated or supported versions of shapes. Additional adult support for transfers. Wedge mats for positioning support.

Cross-Curricular Links

English

Technical vocabulary acquisition and usage. Giving and receiving verbal feedback. Describing movements using precise language. Following and giving sequential instructions.

Maths

Angles in straddle and pike positions (acute, obtuse, right angles). Timing sequences in seconds. Counting and sequencing. Estimation of distances on apparatus.

Science

Forces acting on the body during balance (gravity, friction). Muscle groups used in different shapes (hamstrings in pike, core in arch). Energy transfer during movement. Cardiovascular response to exercise.

ICT

Using iPads to record video. Analysing digital footage. Understanding camera angles and framing. Digital literacy in accessing media cards/QR codes.

PSHE

Resilience and growth mindset when facing challenges. Effective partnership working and communication. Self-reflection and goal-setting. Managing emotions when performing under pressure (filming).

Teacher Guidance

Positioning

Stand at corner of hall or centrally during whole-class instruction for maximum visibility. During apparatus work, circulate continuously between stations. Never turn your back on the class for extended periods.

Observation Focus

Watch for: shape clarity (joint positions, body lines), control (balance, smooth movement), safety (appropriate risk-taking, safe technique), engagement (effort, focus, partnership quality).

Intervention Points

Intervene immediately if: unsafe mounting/dismounting observed, students attempting skills beyond ability, partner spotting is absent or ineffective, equipment setup is incorrect, any student showing signs of injury or distress.

Demonstration Notes

Always demonstrate from side-on view for shapes so students can see body position. Demonstrate from front for arm positions and balances. Use exaggerated movements for clarity. Show both correct technique AND common errors for comparison. Use student demonstrators when possible to show range of abilities.

Verbal Cues

•'Eyes up, look forward!' - to improve balance on beam
•'Squeeze tight!' - to improve body tension in shapes
•'Soft landing, bend those knees!' - to improve dismount safety
•'Flow like water!' - to improve transition smoothness
•'Show me CLEAR shapes!' - to improve shape definition

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space for 30 students. Clear perimeter for mat stations. Central beam area with 3m spacing between apparatus.

Surface Check

Dry, even, non-slip hall floor. Check for splinters on wooden floors. Ensure no water or trip hazards present before lesson starts.

Equipment Safety

Safety Checks

•Check all balance beams are stable, level, and correctly assembled before use
•Verify mats are flat with no curled edges, folds, or tears
•Ensure beam height appropriate for beginners (maximum 15cm recommended)
•Position safety mats under and at ends of all beams
•Check iPads are securely positioned and won't fall onto students
•Ensure all apparatus is pushed to sides during warm-up to prevent collisions

Risk Management

Key Risks

•Falls from balance beam - mitigate with low beam height, mats, and partner spotting
•Collisions during dynamic warm-up - control with clear boundaries and traffic patterns
•Overstretching during cool-down - emphasise gentle stretches and individual limits
•Dropping or stepping on iPads - secure positioning and supervised handling
•Injury from forced flexibility - teach listening to body signals and avoiding pain

Risk Mitigation

•Use low beams (10-15cm) for all Year 8 beginners
•Mandatory partner spotting during all apparatus work
•Clear 'stop' signal (whistle) for immediate attention
•Teach and reinforce safe mounting and dismounting before adding complexity
•Progressive skill building - master floor before apparatus
•Adequate spacing maintained throughout (minimum 2m between students)
•Teacher positioned for maximum visibility and quick intervention
•Briefing on how to fall safely if balance is lost (bend knees, roll, protect head)

Supervision & Emergency Procedures

Supervision Points

•Position at corner or centrally to see all apparatus stations
•During apparatus work, circulate constantly checking technique and safety
•Watch for students attempting skills beyond current ability - intervene immediately
•Monitor fatigue levels - tired students make unsafe choices
•Ensure partner spotters are engaged and positioned correctly
•Check that students with long hair have tied it back and removed all jewelry

Emergency Procedures

STOP signal (whistle): all students freeze immediately. Assess situation. Provide first aid if needed. Trained first aider on site. Accident report forms available in PE office. For serious injury: call for assistance, do not move student, keep others calm and away from incident.