Warm up sheet

Warm up sheet
Keystage 1
Beans Game:
Ask the children to move around the room, using different movement styles: walk, jog, skip, gallop etc.
On command:
String Bean - Stand in straight shape
Runner Bean - Running on the spot
Broad Bean - Stand in Star shape
Jumping Bean - Jumping on the spot
Baked Bean - Tuck on knees
Frozen Bean
- Stop/freeze
Additional optional fun beans:
Jelly Bean
- Wobble on the spot
French Bean - Bow saying “Ou la la”
Chilli Bean
- Shiver on the spot
Rabbits:
Using hoops or rubber spots, allow the children to pick a rabbit hole each, ask them to remember where
their rabbit hole is and who is standing near them.
Ask the children to move around the room, avoiding each other and apparatus
On command: “Go home rabbits” the children are to return to their rabbit hole and stand as tight and still as
they can.
Repeat a few times using different movement styles: walk, jog, skip, gallop, side step etc.
Zoo:
Take the children on an imaginary trip to the Zoo
On command move around like different animals:
Zebra
- Gallop round with one leg remaining in front, change leading legs and repeat
Kangaroo - On toes with legs together, jumping around
Giraffe
- Standing stretching very tall, walking with high legs and giant strides
Gorilla
- Side galloping, repeating on both sides
Crab
- Sit on bottom, hands flat on floor, lift bottom and walk forwards
Caterpillar - Front support, walk feet to hands and then hands away from feet (aim for straight legs)
Rabbit
- In crouch move hands forward together, then jump feet in and repeat
Crocodile - On fronts, commando crawl, using opposite arm to leg action
Can the children come up with any other different animal actions?
Musical Statues or Alphabet Soup:
Ask the children to move around the room to the music, using different movement styles:
- Walk
On pausing the music children must freeze.
- Jog
Ask the children to make the shape
- Skip
of the letter using different body parts
- Gallop
holding each position for 5 seconds
- Side step
- Hop scotch etc.
Traffic Lights:
On command:
Red
- Stop/Freeze
Amber - Get ready/Jog on the spot
Green - Go/jog around mats
Add in additional commands as required:
Roundabout - Small jumps around in circle, both ways
Sleeping policeman - Lie on back in straight shape, eyes shut
Speed camera - Double jumping jack (like flash from camera)
Build a bridge - Make a front support position
Crash - Rock back and forward in a tuck shape
Traffic warden - If space and numbers allow, allocate 1 or 2 children to be traffic wardens, they are to try
to catch as many people as possible, if caught stand out in a star shape.
Horse Show Jumping
Ask the children to move around using different paced horse movements:
- Walk
- Gallop
- Trot (jog)
- Canter (run)
Lay out a variety of small apparatus: Hoops, ropes, small hurdles etc.
Repeat the above activity asking the children to jump/leap the obstacles as if horses
Year Group: Foundation
Activity: Gymnastics
Lesson No: 1
Learning Outcomes:
ƒ
Focus of Lesson: Shapes
ƒ
Acquiring & Developing: basic gymnastics shapes
ƒ
Selecting & Applying: selecting favourite shapes to demonstrate
ƒ
Knowledge & Understanding: understand that gymnastics can strengthen muscles
ƒ
Evaluating & Improving: watch each other and improve their actions
Warm Up: “Beans” (F) - Move around the room using different movement styles, on command:
“Jumping bean”
“String bean”
“Runner Bean”
- Jumping on the spot
- Tall stretched shape – still
- Running on the spot
“Broad bean”
“Jelly bean”
“Baked beans on toast”
- Wide stretched shape – still
- Wobble body on the spot
- Curl up small on knees – still
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals – Co-ordination: Floor movement patterns
Yellow - 10a) Side-steps
Yellow - 10b) Gallop
Note: All activities using a lead leg should
Yellow - 10c) Hop
Yellow - 10d) Skip
be repeated using both legs
Vocabulary:
WALK, JOG, SKIP, GALLOP, SIDE STEP, JUMP, MOBILITY,
STRETCH, TALL, LONG, NARROW, STRAIGHT, SMALL, TUCK,
SQUAT, CURL, WIDE, STAR , BACK, TUMMY, BOTTOM, KNEES,
FEET, SHOULDERS, HANDS, MUSCLES, TIGHT, TENSION,
DEMONSTRATE, OBSERVE
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Look for spaces to move into, away from apparatus and other children
Skills Activity:
Learn/Recap the correct names of the shapes: (Refer to basic shapes sheet, if needed)
• String Bean: Straight – Body tall and thin, legs together and arms stretched beside ears
•
Baked Beans on Toast: Tuck – Curl knees into chest, hold onto shins with legs together
•
Broad Bean: Star – Arms and legs stretched out wide and as far away from each other
Encourage children to:
Simon Says:
Play a game of Simon Says using the shape names, nobody gets out, you could award points for the best
performed shapes or the quickest to get into shapes.
Musical Shapes: Long/Thin and Small and Wide shapes on different body parts to:
Using different musical instruments, ask the children to travel any way they think suits the instrument, when
the instrument stops they must immediately stop and listen for the teacher to call out the shape to be
performed and the body part to try and make it on.
Can the children think of different body parts, we could make shapes on?
Back
Tummy
Bottom
Knees
Feet
Side
Shoulders Hands
Hands/Feet
Core Activity:
Ask children to select their favourite shape from: Tall/thin, small or wide. Allow a few children at a time to
demonstrate, while others sit on the floor in a safe space to watch.
Can the audience correctly identify the shapes being shown and the body parts they are being made on?
Cool Down: ‘Good Toes and Naughty Toes’
Sitting up straight on bottoms with legs together and straight out in front, ask the children to say:
Good Toes: Extend ankles and point toes away.
Point finger and say “Good Toes”
Naughty Toes: Flex ankles and pull toes back.
Point finger and say “Naughty Toes”
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
y
y
y
Controlled movement of limbs
Hold stretches for 5 seconds at full range of movement
Do not force or bounce
y
y
y
Squeeze muscle tight and hold shapes clearly for 3 seconds
Stretch legs, arms, fingers and toes where appropriate to improve quality
Use correct vocabulary for the shape names
•
•
Get into shapes as quickly, discouraging jumping down to the floor
Extend fingers and toes to improve quality of shapes
•
•
Hold shapes clearly for 3 seconds showing quality
Extend through fingers and toes, squeezing muscles
•
Come up with ideas of different body parts to make shapes on
•
Hold shape clearly, with good quality and extension
•
Watch closely to identify the shapes and comment on quality
•
Give positive feedback to the performers
•
Improve their own performance by watching good examples by others
Encourage children to:
•
Sit tall, squeeze legs straight and together throughout exercise
•
Understand why they need to point there toes in gymnastics
Q. Why must we point our toes? A. To make our gymnastics look better.
Equipment/Resources:
Year Group: Foundation
Activity: Gymnastics
Lesson No: 2
Learning Outcomes:
ƒ
Focus of Lesson: Shapes using Apparatus
ƒ
Acquiring & Developing: basic gymnastics shapes on using apparatus
ƒ
Selecting & Applying: selecting favourite shapes to demonstrate
ƒ
Knowledge & Understanding: understand that gymnastics can strengthen muscles
ƒ
Evaluating & Improving: watch each other and improve their actions
Warm Up: “Beans” (F) - Move around the room using different movement styles (F), on command:
“Jumping bean”
“String bean”
“Runner Bean”
- Jumping on the spot
- Tall stretched shape – still
- Running on the spot
“Broad bean”
“Jelly bean”
“Baked beans on toast”
- Wide stretched shape – still
- Wobble body on the spot
- Curl up small on knees – still
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Co-ordination: Floor movement patterns
Yellow - 10a) Side-steps
Yellow - 10b) Gallop
Note: All activities using a lead leg should
Yellow - 10c) Hop
Yellow - 10d) Skip
be repeated using both legs
Vocabulary:
WALK, JOG, SKIP, GALLOP, SIDE STEP, JUMP, MOBILITY,
STRETCH, TALL, LONG, NARROW, STRAIGHT, SMALL, TUCK,
SQUAT, CURL, WIDE, STAR , BACK, TUMMY, BOTTOM, KNEES,
FEET, SHOULDERS, HANDS, MUSCLES, TIGHT, TENSION,
DEMONSTRATE, OBSERVE
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Look for spaces to move into, away from apparatus and other children
Skills Activity:
Learn/Recap the correct names of the shapes: (Refer to basic shapes sheet, if needed)
• String Bean: Straight – Body tall and thin, legs together and arms stretched beside ears
•
Baked Beans on Toast: Tuck – Curl knees into chest, hold onto shins with legs together
•
Broad Bean: Star – Arms and legs stretched out wide and as far away from each other
Encourage children to:
Simon Says:
Play a game of Simon Says using the shape names, nobody gets out, and you could award points for the
best performed shapes or the quickest to get into shapes.
Making Long/Thin and Small and Wide shapes on apparatus:
Using benches and other available small apparatus, ask the children to take it in turns to make the shape
asked by the teacher.
Can the children make them on different body parts?
Back
Tummy
Bottom
Knees
Feet
Side
Shoulders Hands
Hands/Feet
Core Activity:
Ask the children to select their favourite shape to perform on apparatus. Allow a few children at a time to
demonstrate, while others sit on the floor in a safe space to watch. Can the audience correctly identify the
shapes being shown and the body parts they are on?
Cool Down: ‘Good Toes and Naughty Toes’
Sitting up straight on bottoms with legs together and straight out in front, ask the children to say:
Good Toes: Extend ankles and point toes away.
Point finger and say “Good Toes”
Naughty Toes: Flex ankles and pull toes back.
Point finger and say “Naughty Toes”
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
y
Controlled movement of limbs
y
Hold stretches for 5 sec at full range of movement, do not force or bounce
Apparatus Safety:
•
Put the apparatus out in accordance with your School Policy.
•
Allow sufficient individual space, when working with others on apparatus.
•
Do not climb over the top or jump from a fixed frame, or from over hip height.
•
Use Mats to show landing areas from apparatus, upside down and rolling work
y
y
y
Squeeze muscle tight and hold shapes clearly for 3 seconds
Stretch legs, arms, fingers and toes where appropriate to improve quality
Use correct vocabulary for the shape names
•
•
Get into shapes as quickly, discouraging jumping down to the floor
Extend fingers and toes to improve quality of shapes
•
Help layout apparatus, abiding by the Apparatus Safety rules
•
Come up with ideas of different body parts to make shapes on
•
Hold shapes clearly for 3 seconds showing quality
•
Extend through fingers and toes, squeezing muscles
•
Hold shape clearly, with good quality and extension
•
Watch closely to identify the shapes and comment on quality
•
Give positive feedback to the performers
•
Improve their own performance by watching good examples by others
Encourage children to:
•
Sit tall, squeeze legs straight and together throughout exercise
•
Understand why they need to point there toes in gymnastics
Q. Why must we point our toes? A. To make our gymnastics look better.
Equipment/Resources:
Year Group: Foundation
Activity: Gymnastics
Lesson No: 3
Learning Outcomes:
ƒ
Focus of Lesson: Travel
ƒ
Acquiring & Developing: basic animal travel movements
ƒ
Selecting & Applying: selecting favourite movement to demonstrate
ƒ
Knowledge & Understanding: activity starts with a gently warm-up and ends with a cool-down
ƒ
Evaluating & Improving: watch each other and improve their actions
Warm Up: “Your Spot”
Ask children to find a marker that has already been put into a space and stand on it, this is their spot.
Children should move slowly around the spots into spaces without treading on any, and without bumping
into anyone. When the teacher calls “back to your spot” children should find their own spot and stand on it.
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Co-ordination: Floor movement patterns/Static balance
Yellow - 10a) Side-steps
Yellow - 10b) Gallop
Note: All activities using a lead leg should
be repeated using both legs
Yellow - 2a-e) Seated balance working towards: No hands or feet for 10 seconds
Vocabulary:
TRAVEL, WALK, JOG, SKIP, GALLOP, SIDE STEP, JUMP, HOP,
CRAWL, CREEP, SLIDE,
MUSCLES, TIGHT, TENSION,
DEMONSTRATE, OBSERVE, EVALUATE
Skills Activity: “Animal Walks”
Ask children to explore moving like animals, sometimes on feet only:
y
Gallop… like a Horse (F)
y
Walk… like a Giraffe
y
Jump… like a Kangaroo
y
Side step…like a Gorilla (F)
Encourage children to:
Sometimes on hands and feet:
y
Hop…like a Rabbit
y
Crawl… like a Crab
y
Move…like a Caterpillar
y
Walk…like a Monkey
And sometimes on tummies or backs:
y
Crawl…like a crocodile
y
Slide…like a snake
Core Activity:
Ask the children to select their favourite animal movement. Ask them to practise it for a minute to improve
the quality. Can they remember and repeat it. Allow a few children at a time to demonstration, while others
sit on the floor in a safe space to watch. Can the audience identify the animal movement being used?
Cool Down: ‘Boats and Planes’ (F)
Explain to the children that they are going to make shapes similar to boats and planes:
Boats – Lying on back curled up in tuck shape. Slowly take legs out straight and towards the floor, hold.
Planes – Lying straight out on tummy, keeping legs together, lift arms and legs off the floor, hold.
Attempt to hold each position for 5 seconds.
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
Teaching points/Class Management/Differentiation (STEP):
y
Look around, who’s standing near you? What colour is your spot?
y
Have a trial run, children on a red spot, walk around into space and return etc.
y
Begin gradually, increasing intensity throughout warm up
y
Controlled movement of limbs
y
Hold stretches for 5 secs at full range of movement, do not force or bounce
y
y
y
y
Keep 1 foot in front at all times, repeat using other foot to lead
Walk as tall as you can using big steps, keeping body tight and controlled
Keep feet together, during jumps. Soft knees and ankles throughout
Use one leg to lead, travelling in a sideways direction, repeat on other side
y
y
y
y
Keep hands flat on floor, arms remain straight, move arms and feet together
Have tummy facing the ceiling, hands flat on floor, lift bottom and walk
Move only hands as far as possible, then walk feet only into hands
Walk their hands, while jumping from 1 foot to the other
y
Lie on tummy, reach and pull with alternating arms, while pushing with legs
y
Lie on tummy, legs remain together, wiggle body from side to side
•
Travel fluidly, with good quality and extension
•
Watch closely to identify the animals being used and comment on quality
•
Give positive feedback to the performers
•
Improve their own performance by watching good examples by others
Encourage children to:
•
Breathe throughout exercise, do not hold breath
•
Keep back in contact with floor in Boat shape; only go as far as they can.
•
Squeeze tummy muscles in, head neutral in Plane shape (looking at floor)
Equipment/Resources:
Year Group: Foundation
Activity: Gymnastics
Learning Outcomes:
ƒ
Focus of Lesson: Travel
ƒ
Acquiring & Developing: basic animal travel movements, using apparatus
ƒ
Selecting & Applying: selecting favourite movement to demonstrate
ƒ
Knowledge & Understanding: activity starts with a gently warm-up and ends with a cool-down
ƒ
Evaluating & Improving: watch each other and improve their actions
Warm Up: : “Your Spot”
Ask children to find a marker that has already been put into a space and stand on it, this is their spot.
Children should move slowly around the spots into spaces without treading on any, and without bumping
into anyone. When the teacher calls “back to your spot” children should find their own spot and stand on it.
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Co-ordination: Floor movement patterns/Static balance
Yellow - 10a) Side-steps
Yellow - 10b) Gallop
Note: All activities using a lead leg should
Yellow - 5a) Natural walking along line/beam with minimal wobble
be repeated using both legs
Yellow - 2a-e) Seated balance working towards: No hands or feet for 10 seconds
Skills Activity: “Animal Walks”
Using benches and other available small apparatus:
Explore the animals using concepts such as: along, beside, over, under, on and off the benches.
Lesson No: 4
Vocabulary:
TRAVEL, WALK, JOG, SKIP, GALLOP, SIDE STEP, JUMP, HOP,
CRAWL, CREEP, SLIDE,
MUSCLES, TIGHT, TENSION,
DEMONSTRATE, OBSERVE, EVALUATE
Teaching points/Class Management/Differentiation (STEP):
y
Look around, who’s standing near you? What colour is your spot?
y
Have a trial run, children on a red spot, walk around into space and return etc.
y
Begin gradually, increasing intensity throughout warm up
y
Controlled movement of limbs
y
Hold stretches for 5 secs at full range of movement, do not force or bounce
Apparatus Safety:
•
Put the apparatus out in accordance with your School Policy
•
Allow sufficient individual space, when working with others on apparatus
•
Do not climb over the top or jump from a fixed frame, or from over hip height
•
Use Mats to show landing areas from apparatus, upside down and rolling work
Encourage children to:
•
Help layout apparatus, abiding by the Apparatus Safety rules
•
Use a circuit of apparatus, rotating the children round regularly
Ask children to explore moving like animals, sometimes on feet only:
y
Gallop along the bench… like a Horse (F)
y
Walk along the bench…like a Giraffe (F)
y
Jump on, off and over the bench…like a Kangaroo
y
Side step…along or around the bench like a Gorilla (F)
y
y
y
y
Keep 1 foot in front at all times, repeat using other foot to lead
Walk as tall as you can using big steps, keeping body tight and controlled
Keep feet together, while jumping. Soft knees and ankles throughout
Use one leg to lead, travelling in a sideways direction, repeat on other side
Sometimes on hands and feet:
y
Hop over and along the bench…like a Rabbit
y
Crawl along the bench… like a Crab
y
Move along the bench…like a Caterpillar
y
Walk along the bench…like a Monkey
y
y
y
y
Keep hands flat on floor, arms remain straight, move arms and feet together
Have tummy facing the ceiling, hands flat, lift bottom and walk
Move only hands as far as possible, then walk feet only into hands
Walk with hands, while jumping from 1 foot to the other
And sometimes on tummies or backs:
y
Crawl under the bench…like a crocodile
y
Slide along the bench…like a snake
Core Activity:
Ask the children to select their favourite animal movement on apparatus, ask them to practise it for a few
minutes. Can they remember and repeat it. Pick good quality examples to use as demonstrations.
Ask one child per apparatus to demonstrate while the others watch. Take it in turns until all have shown.
Cool Down: ‘Boats and Planes’ (F)
Explain to the children that they are going to make shapes similar to boats and planes:
Boats – Lying on back curled up in tuck shape. Slowly take legs out straight and towards the floor, hold.
Planes – Lying straight out on tummy, keeping legs together, lift arms and legs off the floor, hold.
Attempt to hold each position for 5 seconds.
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
y
Lie on tummy, reach and pull with alternating arms, while pushing with legs
y
Lie on tummy, legs remain together, wiggle body from side to side
•
Travel fluidly, with good quality and extension
•
Watch closely to identify the animals being used and comment on quality
•
Give positive feedback to the performers
•
Improve their own performance by watching good examples by others
Encourage children to:
•
Breathe throughout exercise, do not hold breath.
•
Keep back in contact with floor in Boat shape; only go as far as they can.
•
Squeeze tummy muscles in, head neutral in Plane shape (looking at floor)
Equipment/Resources:
Year Group: Foundation
Activity: Gymnastics
Lesson No: 5
Learning Outcomes:
ƒ
Focus of Lesson: Balance
ƒ
Acquiring & Developing: basic balances using patches and points
ƒ
Selecting & Applying: select favourite balances to demonstrate
ƒ
Knowledge & Understanding: describe how they feel when performing a balance
ƒ
Evaluating & Improving: explain which balances are easy and which are hard and say why
Warm Up: Musical Statues
Ask the children to move around to the music, teacher initially to dictate movement style. When the music
pauses the children have to freeze straight away and stay still for at least 3 seconds. Nobody is out during
this game, although drawing attention to good positions will discourage silliness. Repeat allowing the
children to select their own method of movement.
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Static balance: One leg/ Floor work (front and back support)
Yellow – 1a) Stand still 10 secs
Yellow – 3a) Front support on knees
Yellow – 3b) Point to ceiling with one hand
Vocabulary:
BALANCE, STILL, HELD
FORWARDS, BACKWARDS, SIDEWAYS, HIGH-KNEES,
TIP-TOES, GIANT STRIDES, MUSCLES, TIGHT, TENSION,
LEVELS, DEMONSTRATE, OBSERVE, EVALUATE
Skills Activity: “Steady as a rock”
Lay out hoops, spots and rubber foot prints randomly around the room (enough for 1 piece of apparatus per
child). Ask the children what they can see on the hall floor and describe using demonstrations the balances
that are to be performed in each apparatus:
y
Hula Hoop - Bridge statue over the hoop
y
Rubber Spot - Lazy statue on bottom, tummy or back
y
Rubber Feet - Standing statue on 1 or 2 feet
Encourage children to:
•
•
•
Use different combinations of hands and feet to create bridge.
Make imaginative shapes while balancing on larger body parts
Focus eyes ahead and squeeze muscles tight to help maintain control
Allow the children time to practise the appropriate balance for their apparatus, after 2-3 minutes rotate the
children to a new piece and allow a further 2-3 minutes to explore, repeat on last piece of apparatus.
•
Listen to which apparatus they are moving to next to avoid confusion, ask the
children to move on teachers command: “Hoops move to spots” etc.
•
Moving slowly, stretching fingers and toes to improve quality
Garden Statues:
Ask the children to use different walking styles to move around the garden (hall): high knees, tip-toes, giant
strides, backwards and sideways walking etc.
On command “Statues” children must go to a piece of apparatus and create a statue using that apparatus.
Statues must stay very still for 3 seconds, can children trick the teacher into thinking they are real statues?
Core Activity:
Divide the group in half; ask one group to perform while the other half sit on the floor in a safe space to
watch.
Repeat the Garden statues game above, asking for feedback from the children watching on good balances.
Cool Down: ‘Falling Trees’
Children to stand very still with bodies squeezed tight pretending to be trees, teacher/coach to walk around
testing tight bodies, by lowering them from the shoulders backwards, towards the floor and returning them
to start position. Can the children hold their body position and posture?
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
Teaching points/Class Management/Differentiation (STEP):
•
Begin gently, gradually increasing the intensity throughout warm up
•
Look for spaces to move into, away from apparatus and other children
•
Squeeze bodies tight to hold positions still when the music stops
y
y
y
Controlled movement of limbs
Hold stretches for 5 seconds at full range of movement
Do not force or bounce
•
Hold balances clearly for 3 seconds showing focus, quality and control
•
Extend through fingers and toes, squeezing muscles
•
Squeeze muscles tight to help control and hold balances for 3 seconds
•
Stretch fingers and toes to improve quality of balances
•
Give positive feedback to the performers, what did they like and why?
•
Improve their own performance by watching good examples from others
Encourage children to:
•
Stand with feet together with bodies squeezed very tight.
•
Breathe throughout exercise, co not hold breath
•
Keep their feet glued to the floor
Equipment/Resources:
Year Group: Foundation
Activity: Gymnastics
Learning Outcomes:
ƒ
Focus of Lesson: Dynamic Balance
ƒ
Acquiring & Developing: travelling balance using apparatus
ƒ
Selecting & Applying: select favourite travelling balance direction to demonstrate
ƒ
Knowledge & Understanding: describe how they feel when performing a balance
ƒ
Evaluating & Improving: explain which balances are easy and which are hard and say why
Warm Up: Musical Statues
Ask the children to move around to the music, teacher initially to dictate movement style. When the music
pauses the children have to freeze straight away and stay still for at least 3 seconds. Nobody is out during
this game, although drawing attention to good positions will discourage silliness. Repeat allowing the
children to select their own method of movement.
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Static balance: One leg/ Floor work Dynamic balance: Along line and low beam
Yellow – 1a) Stand still 10 seconds
Yellow – 3a) Front support on knees
Yellow – 3b) Point to ceiling with one hand
Yellow – 5a) Natural walking with fluidity and minimum wobble, along line and low beam
Skills Activity:
Travelling/Dynamic Balance
Using a selection of benches, balance beams, ropes and floor lines. Ask the children to explore
travelling/dynamic balance.
In small groups, allow children enough time to explore their piece of apparatus before rotating them round to
explore a different piece.
Explore different walking styles and directions using the lines, rope, benches and/or beams:
y
Walk forwards on flat feet and tip-toes
y
Walk sideways on flat feet and tip-toes
y
Walk backwards on flat feet and tip-toes
If going well, ask the children to collect a bean bag or quoit each, can they travel along their apparatus,
balancing the bean bag or quoit on their heads.
Core Activity:
Ask the children to select their favourite walking direction to perform on apparatus. Allow a few children at a
time to demonstrate, while others sit on the floor in a safe space to watch. Can the audience correctly
identify the directions being shown and comment on the quality of balance?
Cool Down: ‘Log lift’
Children are to lie in a straight shape on back with arms beside body, teacher/coach walk around and test
tight bodies. Teacher is to lift them up from the ankles, while the child attempts to keep body perfectly
straight until returned to floor.
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
Lesson No: 6
Vocabulary:
BALANCE, STILL, HELD, FOCUS, CONCENTRATE,
FORWARDS, BACKWARDS, SIDEWAYS, HIGH-KNEES,
TIP-TOES, GIANT STRIDES, MUSCLES, TIGHT, TENSION,
LEVELS, DEMONSTRATE, OBSERVE, EVALUATE
Teaching points/Class Management/Differentiation (STEP):
•
Begin gently, gradually increasing the intensity throughout warm up
•
Look for spaces to move into, away from apparatus and other children
•
Squeeze bodies tight to hold positions still when the music stops
y
Hold stretches for 5 seconds at full range of movement
y
Controlled movement of limbs, do not force or bounce
Apparatus Safety:
•
Put the apparatus out in accordance with your School Policy.
•
Allow sufficient individual space, when working with others on apparatus.
•
Do not climb over the top or jump from a fixed frame, or from over hip height.
•
Use Mats to show landing areas from apparatus, upside down and rolling work
Encourage children to:
•
Help layout apparatus, abiding by the Apparatus Safety rules
•
•
Allow sufficient space on apparatus for their work
Be aware and considerate of others using apparatus
•
•
•
Get their balance while stationary before attempting to move
Use their arms out to the side to help them balance
Use their toes to feel for the rope/beam before stepping
•
Squeeze muscles tight to help control and maintain balances while moving
•
Stretch fingers and toes to improve quality of travel
•
Give positive feedback to the performers, what did they like and why?
•
Improve their own performance by watching good examples from others
Encourage children to:
y
Squeeze all muscles tight to create tension
y
Lift bottom by pushing down with feet against partners hands
y
Breathe throughout exercise, do not hold breath
Equipment/Resources:
Ropes
Benches
Beams
Bean Bags/ Quoits
Year Group: Foundation
Activity: Gymnastics
Lesson No: 7
Learning Outcomes:
ƒ
Focus of Lesson: Rolling
ƒ
Acquiring & Developing: basic gymnastics rolls: Rock and Roll, Log Roll
ƒ
Selecting & Applying: select favourite roll to demonstrate
ƒ
Knowledge & Understanding: describe the shape of the spine in simple gymnastic rolls
ƒ
Evaluating & Improving: improve their rolling by watching others and taking advice from teacher
Warm Up: Traffic Lights
On command: “Red” – Children are to freeze
“Amber” – Children are to get ready, by jogging on the spot
“Green” – Children are to go, moving around using different movement methods
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Co-ordination: Static Balance – Floor Work
Yellow - 3a) Front support on knees
Yellow - 3b) Point to ceiling with one hand
Vocabulary:
ROLL, ROCK, LOG ROLL, PENCIL ROLL,
CURL, SMOOTH, ROUND, LONG, NARROW, CYLINDER,
FORWARD, BACKWARD, SIDEWAYS,
MUSCLES, TIGHT, TENSION,
REPEAT, DEMONSTRATE, OBSERVE, EVALUATE
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Look for spaces to move into, away from apparatus and other children
Skills Activity: “Rock and roll” Using mats
Q. Who can think of an object you might play with, that rolls?
Ball - Hold a ball up for children to see.
Q. What shape is the ball?
Can we make a shape like a ball?
y
Lie on our backs and curl up small like a ball, hug our knees and rounding head and shoulders off floor
y
Can we rock forwards and backwards like a ball?
y
Who can rock high enough to get up into a seated tuck position? Repeat from seated – seated tuck
Extension: Each child is to collect a bean bag; can they hold the bean bag under their chin while rocking?
Encourage children to:
•
Ensure enough space to safely roll, take turns if space is limited
Q. What do we use to do our work that could roll off the table?
Pencil/Log roll - Hold up something cylindrical. Q. What shape is a pencil?
Can we make a shape like a pencil?
y
Lie on our fronts, stretched out tall and tight like a pencil
y
In pairs, test each others body tension, by attempting to pull your partner’s legs apart. Can they use
their muscle to keep them together?
y
Use a hand to help initiate the roll, over to side, back, side, returning to front
Extension: Each child is to collect a bean bag; can they complete the roll again keeping the bean bag in
between their ankles?
Core Activity:
Ask the children to select their favourite rolling action. Ask them to practise it for a minute to improve the
quality. Can they remember and repeat it accurately. Allow a few children at a time to demonstration, while
others sit on the floor in a safe space to watch. Can the audience identify the shape used to roll in?
Cool Down: Happy Cat and Angry Cat (F)
Kneeling on all fours, on command:
“Happy Cat” – Heads up, backs arched (as if being stroked) and big smiles
“Angry Cat” – Heads down, chest and backs hollowed up towards ceiling
Repeat a couple of times
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
y
Controlled movement of limbs
y
Hold stretches for 5 seconds at full range of movement
y
Do not force or bounce
Apparatus Safety:
•
Put the apparatus out in accordance with your School Policy.
•
Allow sufficient individual space, when working with others on apparatus.
•
Use Mats to show landing areas from apparatus, upside down and rolling work
•
•
•
•
•
Make a good tuck shape, with legs together and knees up close to chest
Round their back, making it smooth to roll on
Rock from shoulders to bottom, keeping chin on chest
Pull on knees to help to rock to a seated position
Tuck chin down in onto chest to hold the bean bag in place
•
•
•
•
•
•
Make a good straight shape, with legs together and whole body extended
Make a long/thin shape, squeezing legs straight and together
Grasp partner around the ankles, apply gently pressure to open legs
Bend pushing arm, placing it under shoulder, flat on floor to help begin roll
Keep bodies tight throughout roll, squeezing all muscles to create tension
Squeeze legs together to keep bean bag in place
•
•
•
•
Roll smoothly, with good quality and extension
Watch closely to identify the shapes being used and comment on quality
Give positive feedback to the performers
Improve their own performance by watching good examples by others
•
Have hands below shoulders and knees below hips, in a box position
•
Place hands flat on the floor, keep arms straight throughout exercise
•
Suck up through back and tummy, as if a cat with its hackles up
Equipment/Resources:
Mats
Bean Bags
Tops Gymnastics Cards…”Rock and roll”
Year Group: Foundation
Activity: Gymnastics
Learning Outcomes:
ƒ
Focus of Lesson: Rolling
ƒ
Acquiring & Developing: basic gymnastics rolls: Rock and Roll, Log Roll, Egg Roll
ƒ
Selecting & Applying: select favourite roll to demonstrate
ƒ
Knowledge & Understanding: describe the shape of the spine in simple gymnastic rolls
ƒ
Evaluating & Improving: improve their rolling by watching others and taking advice from teacher
Warm Up: Traffic Lights
On command: “Red” – Children are to freeze
“Amber” – Children are to get ready, by jogging on the spot
“Green” – Children are to go, moving around using different movement methods
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Co-ordination: Static Balance – Floor Work
Yellow - 3a) Front support on knees
Yellow - 3b) Point to ceiling with one hand
Skills Activity: “Rock and Roll” Using mats
Recap and consolidate rolls from last week:
•
Tuck - Rock and Roll
If children are struggling to roll to a seated position, allow them to use a hoop under their knees and around
their back to increase confidence to roll backwards. Encourage them to hold and pull on the hoop close to
their knees to return to a seated position.
•
Straight – Pencil/Log Roll
Egg Roll
What shape is an Egg? – How do you think it would roll?
Can we make a shape like an egg?
y
Curl up small on our knees
y
Use arms bent with hands on the floor beside knees to help initiate the roll
y
Can we roll sideways staying in an Egg shape, across our back and returning onto our knees
Extension: Each child is to collect a bean bag; can they complete the roll again keeping the bean bag in
between their ankles?
Core Activity:
Ask the children to select their favourite rolling action. Ask them to practise it for a minute to improve the
quality. Can they remember and repeat it accurately. Allow a few children at a time to demonstration, while
others sit on the floor in a safe space to watch. Can the audience identify the roll and the shape used?
Cool Down: Happy Cat and Angry Cat
Kneeling on all fours, on command:
“Happy Cat” – Heads up, backs arched (as if being stroked) and big smiles
“Angry Cat” – Heads down, chest and backs hollowed up towards ceiling
Repeat a couple of times
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
Lesson No: 8
Vocabulary:
ROLL, ROCK, LOG ROLL, PENCIL ROLL, EGG ROLL
CURL, SMOOTH, ROUND, LONG, NARROW, CYLINDER, OVAL
FORWARD, BACKWARD, SIDEWAYS,
MUSCLES, TIGHT, TENSION,
REPEAT, DEMONSTRATE, OBSERVE, EVALUATE
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Look for spaces to move into, away from apparatus and other children
y
Controlled movement of limbs
y
Hold stretches for 5 seconds at full range of movement
y
Do not force or bounce
Apparatus Safety:
•
Put the apparatus out in accordance with your School Policy.
•
Allow sufficient individual space, when working with others on apparatus.
•
Use Mats to show landing areas from apparatus, upside down and rolling work
•
Revise teaching points from lesson 7
Encourage children to:
•
Ensure enough space to safely roll, take turns if space is limited
•
Make a tuck shape on knees, with legs together and knees up close to chest
•
•
•
Use hands on floor either side on knees to help initiate and finish the roll
Squeeze muscle tight throughout, including toes while rolling
Keep knees up close to chest to ensure the correct finish position is achieved
•
•
•
•
Roll smoothly, with good quality and extension
Watch closely to identify the shapes being used and comment on quality
Give positive feedback to the performers
Improve their own performance by watching good examples by others
•
Have hands below shoulders and knees below hips, in a box position
•
Place hands flat on the floor, keep arms straight throughout exercise
•
Suck up through back and tummy, as if a cat with its hackles up
Equipment/Resources:
Mats
Bean Bags
Tops Gymnastics Cards…”Rock and roll”
Year Group: Foundation
Activity: Gymnastics
Lesson No: 9
Learning Outcomes:
ƒ
Focus of Lesson: Jumping
ƒ
Acquiring & Developing: basic jumping and landing techniques, 2-2 & 1-2
ƒ
Selecting & Applying: select favourite jump to demonstrate
ƒ
Knowledge & Understanding: describe how they feel during jumping and landing activities
ƒ
Evaluating & Improving: use a wide vocabulary by naming and describing different jumps
Warm Up: Horse Show Jumping
Ask the children to move around using different paced horse movements:
- Walk
- Trot (jog)
- Gallop
- Canter (run)
Lay out a variety of small apparatus: Hoops, ropes, small hurdles etc.
Repeat the above activity asking the children to jump/leap the obstacles as if horses
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Dynamic Balance to Agility/Counter Balance in pairs
Yellow - 6a) 2 feet-2feet forwards, backwards and side to side in rhythm
Yellow - 7b) Seated lean apart then lean together. 2 hands then 1
Vocabulary:
JUMP, TAKE-OFF, FLIGHT, LANDING, ABSORB, SOFTEN,
COMBINATION, STRAIGHT, TUCK, STAR,
MUSCLES, TIGHT, TENSION,
LINKING, REPEAT, DEMONSTRATE, OBSERVE, EVALUATE
Skills Activity:
Ask children to collect 1 Hoop each and take it to a space.
Give children 3 minutes to explore how they can jump using their hoop.
Use good examples as demonstrations of:
y
Jump/hop all the way around your hoop
y
Jump out forwards and back in backwards
y
Jump out sideways and back in the other way
Encourage children to:
Practise landings - hold bent position for 1..potato, 2..potato, then stand up tall in “chip shape”
Jump inside the hoop, using different shapes: tall (straight), small (tuck) and wide (star), remember landings
‘Jumping Frogs’ (combination jump from 1foot – 2 feet)
Tell the children that their hoop is now a springy lily pad and they are frogs, the frogs are going to jog
around the lily pads. On command ‘Jumping Frogs’, the frogs are going to take off their lily pad using 1 foot,
showing a held landing shape on 2 feet.
Core Activity:
Using their hoops, ask the children to select their favourite jump. Can they remember and repeat it each
time. Use a confident child to demonstrate.
Allow the children time to practise, if doing well invite half the group to demonstrate while half sit in a safe
space to watch, swap.
Cool Down: Partner stand up
In pairs, sit in tuck shape facing partner. Have feet flat on the floor with toes touching partner’s toes, grasp
each others hands and working together attempt to stand up at the same time. If successful, repeat again
to working on consistency and timing.
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Use both legs to lead with on the galloping activity
y
Ensure sufficient space between obstacles for safe use
y
Encourage children to use 2 and 1 footed take off’s, alternating legs
y
Controlled movement of limbs
y
Hold stretches at full range of movement
y
Do not force or bounce
•
Make sure they bend their knees on take off and landings
•
•
•
Make consecutive small rebound jumps around the hoop
Try to judge distances when jumping in and out of hoop
Keep there body upright when jumping by focus eyes in front
•
•
Bend knees, keeping back upright, with arms and eyes focused forward
Attempt to make the shapes clearly in the air, concentrating on landings
•
•
Use a proper running technique, lifting knees and pumping their arms
Swing arms on take off, landing with control as learnt earlier
•
•
•
Remember and repeat their favourite jump
Give positive feedback to the performers
Improve their own performance by watching good examples by others
•
•
Trust their partner, by leaning/pulling away from each other to get to standing
Be responsible for themselves and their partners safety
Equipment/Resources:
Small apparatus: Hoops, Ropes, Hurdles etc
Mats
Tops Gymnastics cards…”Jumping jacks”
Year Group: Foundation
Activity: Gymnastics
Learning Outcomes:
ƒ
Focus of Lesson: Jumping Using Apparatus
ƒ
Acquiring & Developing: basic jumping and landing techniques, 2-2 & 1-2 using apparatus
ƒ
Selecting & Applying: select favourite jump to demonstrate
ƒ
Knowledge & Understanding: describe how they feel during jumping and landing activities
ƒ
Evaluating & Improving: use a wide vocabulary by naming and describing different jumps
Warm Up: Horse Show Jumping
Ask the children to move around using different paced horse movements:
- Walk
- Trot (jog)
- Gallop
- Canter (run)
Lay out a variety of small apparatus: Hoops, ropes, small hurdles etc.
Repeat the above activity asking the children to jump/leap the obstacles as if horses
Mobility - Shake hands, shoulders, hips, knees and our feet. Carefully look right, then left
Stretches - Standing pike fold, touch toes. Seated straddle fold, touch toes.
Snail Stretch, start in shell (curl on knees), slide out of shell (hips on floor, pushed up on hands)
Fundamentals (F) – Dynamic Balance to Agility/Counter Balance in pairs
Yellow - 6a) 2 feet-2feet forwards, backwards and side to side in rhythm
Yellow - 7b) Seated lean apart then lean together. 2 hands then 1
Skills Activity:
Recap and consolidate jumps from last week:
•
Landing position - 1..potato, 2..potato, then stand up tall in “chip shape”
•
Hoop jumping/concepts: In and out, around, over, on, and off. Shapes: straight, tuck and star
•
Jumping Frogs from 1 foot – 2 feet
Using benches and other available small apparatus, ask the children to take turns exploring Jumps
using their apparatus:
•
Jump on and off the apparatus
•
Jump around/over the apparatus
•
Jump off using different shapes in the air
Use good examples as demonstrations.
Core Activity:
If time available, Ask children to select their favourite Jump using the apparatus. Allow a few children at a
time to demonstrate, while others sit on the floor in a safe space to watch.
Can the audience correctly identify the shapes being used in the jumps? And comment on the quality of the
landing.
Cool Down: Partner stand up
In pairs, sit in tuck shape facing partner. Have feet flat on the floor with toes touching partner’s toes, grasp
each others hands and working together attempt to stand up at the same time. If successful, repeat again
to working on consistency and timing.
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
Lesson No: 10
Vocabulary:
JUMP, TAKE-OFF, FLIGHT, LANDING, ABSORB, SOFTEN,
COMBINATION, STRAIGHT, TUCK, STAR,
ON, OFF, IN, OUT, AROUND, OVER,
MUSCLES, TIGHT, TENSION,
LINKING, REPEAT, DEMONSTRATE, OBSERVE, EVALUATE
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Use both legs to lead with on the galloping activity
y
Ensure sufficient space between obstacles for safe use
y
Encourage children to use 2 and 1 footed take off’s, alternating legs
y
Controlled movement of limbs
y
Hold stretches at full range of movement
y
Do not force or bounce
Apparatus Safety:
•
Put the apparatus out in accordance with your School Policy.
•
Allow sufficient individual space, when working with others on apparatus.
•
Do not climb over the top or jump from a fixed frame, or from over hip height.
•
Use Mats to show landing areas from apparatus, upside down and rolling work
Encourage children to:
•
Make sure they bend their knees on take off and landings
•
Attempt to make the shapes clearly in the air, concentrating on landings
•
Use a proper running technique, lifting knees and pumping their arms
•
Swing arms on take off, landing with control as learnt earlier
•
Help layout apparatus, abiding by the Apparatus Safety rules
•
•
•
Work within their own capabilities,
Try and judge heights and distances required to complete the jump
Attempt shapes clearly, concentrating on safe and secure landings
•
•
•
•
Jump with quality, showing extension in the air and control on landing
Watch closely to identify the shapes used and comment on good quality
Give positive feedback to the performers
Improve their own performance by watching good examples by others
•
•
Trust their partner, by leaning/pulling away from each other to get to standing
Be responsible for themselves and their partners safety
Equipment/Resources:
Small apparatus: Hoops, Ropes, Hurdles etc
Mats
Benches
Nesting tables platforms (no higher than average child’s hip height)
Tops Gymnastics cards…”Jumping jacks”
Year Group: Keystage 1 (Foundation)
Activity: Gymnastics
Lesson No: 11 & 12 Apparatus
Learning Outcomes:
ƒ
Focus of Lesson: Large Apparatus
ƒ
Acquiring & Developing: using the apparatus for a wide range of gymnastics actions
ƒ
Selecting & Applying: use apparatus to perform single actions that have been learnt previously
ƒ
Knowledge & Understanding: monitor their breathing at appropriate times when working on app.
ƒ
Evaluating & Improving: use correct vocabulary to name and describe what they see
Warm Up: Choice of Warm Up
Mobility - Circle wrists, shoulders, arms, hips, knees and ankles.
Rotate head from left to right (not upward)
Stretches - Standing pike fold and seated straddle fold
Hold each for 5 sec
Back arch (lying on front, push up on hands)
Back hollow (kneeling in tuck shape, arms stretched out on floor)
Fundamentals
Dependant on warm up and cool down –Use appropriate Fundamentals where possible
Vocabulary:
GYMNASTIC ACTIONS; SHAPES, TRAVEL, BALANCE, ROLLS,
JUMPS, CLIMB, HANG,
GRIP, OVER GRASP, UNDER GRASP,
DIRECTION, LEVEL, SPEEDS, PATHWAYS
MUSCLES, TIGHT, TENSION, LINK, REPEAT, DEMONSTRATE
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Controlled movement of limbs
y
Hold stretches at full range of movement
y
Do not force or bounce
Apparatus Safety:
•
Put the apparatus out in accordance with your School Policy.
•
Allow sufficient individual space, when working with others on apparatus.
•
Do not climb over the top or jump from a fixed frame, or from over hip height.
•
Use Mats to show landing areas from apparatus, upside down and rolling work
Skills/Core Activity:
Set out as much large apparatus as is available, ensuring enough space between stations.
Use mats to designate landing area, for assisting resilience when landing from low apparatus, or for
denoting areas to practise travelling upside down on low equipment and rolling.
Encourage children to:
•
Help layout apparatus, abiding by the Apparatus Safety rules
(Training up a few children to be apparatus monitors, maybe easier to set up large
apparatus in advance, allowing all children to help place mats where you and they
think appropriate)
Aim to set up between 4-6 stations, allowing the children to explore a mixture of:
Climbing/hanging - Fixed frames, A-frame and bar attachment
Travelling
- Benches, mats and floor space
Still Balance
- Nesting tables, gymnastic platforms, benches
Dynamic Balance - Balance beams, up turned benches, A-frame with beam attachment
Jumping
- Low Nesting tables, gymnastic platforms or benches
Rolling
- Mats, Springboard to roll down, foam wedges
Divide the children evenly into groups, depending on how many stations you have available. Allow between
3-5 minutes per station for the children to explore gymnastics actions:
Shapes
Travel
Balance
Rolls
Jumps
Climbing
Hanging
Cool Down:
If time available, allow children who showed good effort or successful practise to demonstration to the rest
of the class. Encourage feedback from the other children, on quality, control and effort.
Can the children watching identify the skills/actions and shapes used, using the correct vocabulary.
Repeat and consolidate the lesson next week, using different children to demonstrate.
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
•
•
•
•
•
•
Keep three point contact, no climbing over fixed frames and no jumping off
Remember to use different; directions, speeds, levels and pathways
Hold balances still, using different body parts, showing control and extension
Keep body tension and focus throughout to prevent wobbling.
Use different take off combinations, tension while in flight and control landings
Roll in different shapes with control, showing different start and end positions
•
Use their apparatus appropriately linking gymnastics actions together where
possible
•
•
•
•
Complete gymnastics actions with good quality and extension
Watch closely to identify the actions being used and comment on quality
Give positive feedback to the performers
Improve their own performance by watching good examples by others
Equipment/Resources:
Fixed Frames, ‘A’ Frame with bar and beam attachments
Nesting Tables and gymnastics platforms
Benches and balance beams
Springboard or slope to roll down, Mats
Tops Gymnastics cards…’Feet off the ground’
Year Group: Keystage 1 (Foundation)
Activity: Gymnastics
Lesson No: 11 & 12 Rhythmic
Learning Outcomes:
ƒ
Focus of Lesson: Rhythmic Apparatus
ƒ
Acquiring & Developing: co-ordination and control using different hand apparatus
ƒ
Selecting & Applying: link basic movement actions to movements of the apparatus
ƒ
Knowledge & Understanding: describe where & when they can take part in hand app. activities
ƒ
Evaluating & Improving: describe similarities and differences in actions, using different apparatus
Warm Up: Choice of Warm Up
Mobility - Circle wrists, shoulders, arms, hips, knees and ankles.
Rotate head from left to right (not upward)
Stretches - Standing pike fold and seated straddle fold
Hold each for 5 sec
Back arch (lying on front, push up on hands)
Back hollow (kneeling in tuck shape, arms stretched out on floor)
Fundamentals (F) – Co-ordination (Ball Skills)
Yellow – 9a) Roll ball along floor around seated body 2 hands
Yellow – 9b) Roll along floor around seated body 1 hand
Yellow – 9c) Roll ball up, down and around body standing or seated 2 hands
Vocabulary:
RIBBON, SPIRAL, STREAM, SWING, PATTERNS
OVERHEAD, CLOCKWISE, ANTI-CLOCKWISE
BALL, BOUNCE, THROW, RELEASE, CATCH, RETURN,
HOOP, SPIN, ROLL, RETRIEVE, CONTROL,
ROPE, SNAKE, SKIPPING, RHYTHM, CO-ORDINATION,
Teaching points/Class Management/Differentiation (STEP):
y
Begin gradually, increasing intensity throughout warm up
y
Controlled movement of limbs
y
Hold stretches at full range of movement
y
Do not force or bounce
Skills/Core Activity:
Using available rhythmic gymnastics hand apparatus: Ribbons, Balls, Hoops and ropes
Divide the class into 4 groups and allow time to explore each piece of hand apparatus.
Encourage children to:
•
Be aware of others
•
Avoid windows and doors when throwing
•
Throw/roll into space and be aware of others when following apparatus
Ribbons:
•
Spiral the ribbon, keeping arm below shoulder, facing down in front
•
Vertical streaming moving forwards and backwards
•
Explore what other patterns you can make using the ribbons
Balls:
•
Bouncing and catching ball with 2 hands, repetitive bouncing using 1 hand at a time, swap hands
•
Throw and catch ball with 2 hands
•
Explore performing different shapes and balances while handling the ball
Hoops:
•
Spin the hoop on different body parts; waist, arm, leg etc.
•
Spin the hoop on floor, catch before it falls. Roll hoop to a partner and catch, repeat
•
What other skills or tricks can you perform with the hoop?
Ropes:
•
‘Snake jump’ – one partner wiggle rope on floor, partner to jump over without touching it
•
Skipping on the spot using a rope
•
What other skills or tricks can you perform with the rope?
Cool Down: Roll Relay
After clearing the apparatus away, divide the children into groups of 6-8 and line the up one behind the
other, legs astride with roughly a metre between each other. Child at the back rolls the ball through the legs
of team members, child at the front collects the ball, runs to the back and continues the game until all have
had a go to roll and collect and are back to their start positions.
Evaluation/Post Lesson Notes:
STEP Space, Task, Equipment, People
•
•
•
Hold the end of the ribbon stick, using wrist to create spiral
Move into spaces, being aware of others
Use large swinging movements of the arm to create a big effect
•
•
•
Bounce the ball by pushing it towards the floor rather than ‘pat’ it
Use a bend at the knees to assist throw, beginning with a small throw
Make still balances while continuing to bounce/throw the ball
•
•
•
Co-ordinate movements of the body in time with the rotations of the hoop
Use thumb and fore finger around the hoop to initiate a floor hoop spin
Explore apparatus, can they skip with the hoop etc.
•
•
•
Work on timing and co-ordination while jumping the rope
Initiate turns from the wrist while skipping, keeping body upright
Explore apparatus, figure 8 pattern either side of body with rope folded in half
•
Help clear away apparatus
•
Roll the ball smoothly, point the desired direction on the follow through
•
Work well together as a team to complete the game
•
Sit quietly with hands on head to show when your team have finished
Equipment/Resources:
Ribbons, Balls, Hoops and Ropes
Tops Gymnastics cards…”Hand Apparatus 1 and 2”