‘MOVE WITH’ THE SALFORD PHYSICAL LITERACY PROGRAMME ... · l Repeat asking children to make...

‘MOVE WITH’ THE SALFORD PHYSICAL LITERACY PROGRAMME

Hosted By: All Hallows RC High School

GYMNASTICS INTERMEDIATE LEVEL

APPROVED PROVIDER STATUS

Supported by: Salford City Council

‘MOVE WITH’

W H A T I S P H Y S I C A L L I T E R A C Y ?

T H E N A T I O N A L C O N T E X T

‘ MOVE W I TH GYMNAST I C S ’

T H E S A L FORD P H Y S I C A L L I T E R AC Y P ROGR AMME

It is something that everyone can be, by undertaking an individual journey of guided learning through

a range of activities.

To become competent and confident movers, or physically literate, children need activities which promote:

LOCOMOTION - Movement from one point to another

STABILITY - Body balance in static and dynamic movement situations

OBJECT CONTROL - Sending, receiving and controlling an object

The development of physical literacy is recognised nationally

and internationally as being paramount in contributing to an

enhanced quality of life by developing physical potential,

fostering self confidence and self esteem, promoting health

and well being, nurturing effective interpersonal relationships,

encouraging an active lifestyle and challenging individuals to

take responsibility for their own well being. The 2014 National

Curriculum states that:

“Pupils should develop fundamental movement skills,

become increasingly competent and confident and access a

broad range of opportunities to extend their agility, balance

and coordination, individually and with others.”

The Youth Sport Trust in partnership with Bupa have

developed Start to Move, an approach which aims to provide

teachers with greater knowledge and confidence in how to

best deliver PE to four to seven year olds in a fun and

engaging way.

Further information on this can be accessed at

www.starttomovezone.com

The Primary School Physical Literacy Framework is also

available for further guidance at

www.youthsporttrust.org/search.aspx?search=Physical+Liter

acy+Framework

AN INTRODUCTION TO THE SALFORD

PHYSICAL LITERACY PROGRAMME

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“The motivation, confidence, physical competence, knowledge and understanding

to maintain physical activity throughout life” (Whitehead, 2011)

This resource has been developed locally by School Sport Partnerships in Salford in partnership with All Hallows RC High

School and has been funded and supported by Salford City Council. It has been designed to provide teachers with a range of

ideas and approaches which they can use to ensure that pupils develop the fundamental skills and control that they need to

take part effectively in PE and school sport. Physical Education in Foundation and KS1 provides children with movement

vocabulary necessary for lifelong participation in physical activity, enabling them to be physically literate. This supports the

development of competent movers.

Lesson plans are designed to be clear and simple, focusing on the quality of movement. Photographic images are used to

demonstrate what this quality looks like. Through familiarity with the format and principles, teachers will be able to adapt them

to suit the differing learning needs of their children.

The activities in the programme

are referred to as developing:

Agility, Balance and Co-ordination

The terms Locomotion, Stability

and Object Control are parallel

expressions.

AGILITY is a combination of

balance, co-ordination and speed

and in terms of gymnastics

involves starting and stopping,

patterns of movement, changing

direction, twisting, turning and

rotating.

BALANCE refers to a state where a

body remains steady and stable.

CO-ORDINATION is the skilful and

balanced movement of the body

and its parts at the same time. In

gymnastics this involves running,

jumping, moving with others and

moving with objects.

Move With Gymnastics is not a

gymnastics scheme of work as

these are already available for KS1

in commercially produced

schemes. This has been designed

as a simple approach to help

children develop agility, balance

and co-ordination through

gymnastic movement, which will

contribute to them achieving their

Physical Literacy potential.

These activities are embedded

within the Salford Physical Literacy

Programme, and progress from

Early Movers or Beginners, to

Intermediate and Advanced. Whilst

these are progressive, they are not

age specific and children should

be able to complete challenges

competently before moving on to

the next level. These challenges

are an opportunity to assess the

personal progress that children are

making on their individual physical

literacy journey, and act as a

benchmark at the beginning and

end of each level.

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MOVEMENTS COVERED IN THIS SESSION

ASSESSMENT SESSION (USE TO ASSESS INITIAL SKILLS):

AGILITY: Starting and stopping, changing direction, patterns, high to low and low to high.

BALANCE: Body control when moving.

COORDINATION: Stretching (Straight) and Curling (Tuck) actions.

EQUIPMENT / RESOURCES NEEDED:

IDEAL l Spots (enough for one each) l Hoops (enough for one each).

MINIMUM OR ALTERNATIVE Skipping ropes made into a circle.

UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 1

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TEACHING POINTS FOR THIS LESSON: how to teach these movements

CURLING

Pull body in as tight as possible - squeeze knees and feet together –

head tucked so chin is on the chest - back is round like the surface of a ball - and hands holding onto knees.

This tuck shape can be made curled on knees or back or side, sitting on bottoms, or on feet.

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STRETCHING

Stretch body as long as possible – fingers and toes pointed – arms and legs straight – head still – extend through every

body part.

This stretch shape can be made lying on back, tummy, side or standing.

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WARM UP ACTIVITY: FOOT PATTERNS: GENERAL AGILITY AND COORDINATION

FOOT PATTERNS 1

l Give each child a spot and ask a few children at a time to find a space and sit on their spot so that they

create an area as in diagram 1.

l Pupils walk in and out of the spots making curly patterns with their feet as in diagram 2.

When the teacher shouts stop they must find a spot quickly and sit down on it.

l Repeat asking children to make straight lines as they travel from spot to spot as in diagram 2.

l Repeat asking children to make zig-zag lines as in they travel from spot to spot as in diagram 2.

l Repeat asking children to make themselves as small and tight as they can on the spot when

the teacher shouts stop.

l Repeat asking children to make themselves as tall and straight as they can on the spot

when the teacher shouts stop.

PROGRESSION IF TIME:

l Use a variety of movements to travel such as skip, jump, hop, side step.

l Alternate instructions so that instead of saying ‘stop’ the teacher shouts straight (stretch)

or tuck (curl) for children to respond to on a spot.

D IAGRAM 1 D IAGRAM 2 : FOOT PATTERNS

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MAIN ACTIVITY: MOVEMENT AROUND, INTO ANDOUT OF HOOPS

D IAGRAM 3 : MOVEMENT AROUND,

INTO AND OUT OF HOOPS

MOVEMENT AROUND HOOPS

l Children collect a hoop each to place over their spot as in

diagram 3.

l Children find different ways of moving around their own hoop.

l On the command 'stop' children jump inside their hoop and

curl up small.

l Repeat this by moving around the hoop in different ways.

l On the command 'stop' children jump inside their hoop and

make a stretched shape.

l Choose good examples to demonstrate.

MOVEMENT INTO AND OUT OF HOOPS

l Children find ways to get to the other side of the hoop.

l Practise landing inside the hoop then out on the other side.

l Practise reaching the other side without any part of their body

going inside the hoop.


TEACHING POINTS: When watching

examples ask children to identify the

shapes being made. Were they

stretched or curled? What parts of their

bodies did they use? Were the

movements slow or fast?

EXTENSION SUGGESTIONS:

Main task – Making a sequence

l Ask children to try to move around their hoop, move to the other

side of their hoop, then freeze in a curled or stretched shape.


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CURLING

Pull body in as tight as possible – squeeze knees and feet together –

head tucked so chin is on the chest - back is round like the surface of a ball - and hands holding onto knees.

This tuck shape can be made curled on knees or back or side, sitting on bottoms, or on feet.




BALANCE: : Body control when moving.

COORDINATION: Stretching (Straight) and Curling (Tuck) actions.


IDEAL l Spots (enough for one each) l Hoops (enough for two per group).

MINIMUM OR ALTERNATIVE Skipping ropes made into a circle

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STRETCHING

Stretch body as long as possible – fingers and toes pointed – arms and legs straight – head still – extend through every

body part.

This stretch shape can be made lying on back, tummy, side or standing.

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FOOT PATTERNS 2

l Give each child a spot and ask them a few at a time to find a space and sit on their spot so that they create

an area as in diagram 1.

l Pupils walk in and out of the spots making curly, zig-zag and straight patterns with their feet as in diagram 2.

When the teacher shouts straight (stretch) or tuck (curl), children respond by making this shape on a spot.

D IAGRAM 1 D IAGRAM 2 : FOOT PATTERNS

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MAIN ACTIVITY: MOVEMENT AROUND, INTO AND OUT OF HOOPS, BENCHES AND MATS

MOVEMENT AROUND, INTO AND OUT OF HOOPS,

BENCHES AND MATS

l Set up apparatus as in diagram 3.

l Split the class into groups.

l Explain that children will move along/over/under the bench,

across or over the mat and use the hoops to travel around

and across.

l Ask children to find different ways of moving around their

hoops, mats and benches stretching and curling in different

ways as they move.

l Ask children to find ways to travel along, over, across and

under the apparatus.


TEACHING POINTS: When watching examples ask

children to identify the shapes being made. Were they

stretched or curled? What parts of their bodies did they use?

Were the movements slow or fast?

Encourage full extension if stretching and tight bodies if curling.



l Ask children to try to make a pattern they can remember

and repeat, for example: slide along the bench in a straight

shape, roll sideways on the mat in a tuck shape, jump over

both hoops in a straight shape.


D IAGRAM 3 : MOVEMENT AROUND, INTO AND

OUT OF HOOPS , BENCHES AND MATS

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COORDINATION: Stretching (Straight) and Stretching (Wide) actions.


IDEAL l Spots (enough for one each) l 5 or 6 Ladders

MINIMUM OR ALTERNATIVE Use line markers or skipping ropes to make ladders


TEACHING POINTS FOR THIS LESSON:

how to teach these movements

STRETCHING (Straight) Stretch body as

long as possible - fingers and toes pointed -

arms and legs straight - head still - extend

through every body part.

This stretch shape can be made lying on side,

tummy or back, or standing.

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STRETCHING (Wide)

Stretch body as wide as

possible - fingers and toes

pointed - arms and legs

straight - head still - extend

through every body part.

This stretch shape can be

made sitting, standing,

balancing on the back,

shoulders, tummy, hands

and feet and so on.


FOOT PATTERNS 3

l Give each child a spot and ask them a few at a time to find a space

and sit on their spot so that they create an area as in diagram 1.

l Pupils walk in and out of the spots making curly, zig-zag and

straight patterns with their feet as in diagram 2. When the teacher

shouts wide (stretch), children respond by making this shape over a

spot.

l Progress so pupils move in their own different ways in and out of

the spots using their feet, for example hopping, skipping, jumping.

When the teacher shouts wide (stretch) or straight (stretch), children

respond by making this shape on a spot.

l Children then work in pairs so that one child leads and the other

child follows, copying their actions. When the teacher shouts wide

(stretch) or straight (stretch), children respond by making this shape

on a spot. Swap roles each time children stop so that the other child

leads.


D IAGRAM 1

D IAGRAM 2 : FOOT PATTERNS

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MAIN ACTIVITY: MOVEMENT IN WIDE, STRAIGHTAND CURLED SHAPES

D IAGRAM 3 : MOVEMENT IN W IDE ,

STRA IGHT AND TUCKED SHAPES

MOVEMENT IN WIDE, STRAIGHT AND CURLED SHAPES

l Set up apparatus as in diagram 3 and split children into groups.

l Ask children to take turns to walk through the ladders. Take care

not to stand on any rungs, just in the spaces. Stretch as tall as

possible using tiptoes as they walk.

l Repeat this time in a star stretching as wide as possible with feet

outside the ladders. Rock from side to side, progressing forwards

for the length of the ladder.

l Repeat using straight jumps, bending knees and using arms to

jump high with control.

l Repeat using wide to straight jumps, stretching wide with feet

outside the ladders and jumping feet together inside the next rung.

l Repeat using tucked bunny jumps, curling up tight on feet to

begin. Children place hands in the rung ahead then jump feet in to

join their hands.


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TEACHING POINTS: When watching examples make reference to good body

shape e.g. can you see how straight her arms are?

Encourage full extension if stretching and tight bodies if curling.



l Ask children to find their own ways of travelling up the ladders in wide, straight and

tuck shapes. Choose some of these good ideas for the other children to copy.

l Add a spot to the end of each ladder and ask children to freeze (balance) in a

shape when they have travelled up the ladder.

l Add a bench for children to develop a sequence travelling up the ladder, freezing

(balancing)in a shape, then travelling along/over the bench on the way back using

the three shapes.

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COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions .


IDEAL l Hoops (enough for one each)


TEACHING POINTS FOR THIS

LESSON: how to teach these

movements

STRETCH JUMP (Straight) Look

towards the direction you are jumping -

swing arms to propel body forward -

bend knees to jump - stretch body as

long as possible in the air - fingers and

toes pointed - reach hands to the ceiling

- arms and legs straight - head still -

extend through every body part - land on

toes then heels - then knees on landing -

arms stretched forward.

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STAR JUMP (Wide) Look towards the direction you are jumping - swing arms to propel body forward - bend

knees to jump - stretch body as wide as possible - fingers and toes pointed - arms and legs straight - head still -

extend through every body part - bring legs back together to land - land toes then heels - bend knees on landing -

arms stretched forwards.

BUNNY JUMPS (Tuck) Curl up tight on feet to

begin. Reach forwards with extended arms and place

hands on the floor shoulder width apart. Jump feet up

in the air and then forwards, lifting the hips. Feet should

land just behind the hands reforming the tuck position.

1

2 3

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WARM UP ACTIVITY: GO HOME: GENERAL AGILITYAND COORDINATION

GO HOME

l Give each child a hoop and ask them a few at a time to find a space and sit in their hoop so that they create an area

as in diagram 1.

l Children start in their own hoop which is their ‘home’. Children walk around the workspace using different parts of

their feet to do this - soles, heels, toes, sides. When ‘Go Home’ is called they have to find their hoop and jump into it.

Repeat the activity but jog around, then run around on different parts.


TEACHING POINTS: Encourage children to land safely by 'giving' at the hips, knees and ankles to absorb

the shock of landing.

D IAGRAM 1

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MAIN ACTIVITY: JUMPING IN WIDE, STRAIGHT ANDCURLED SHAPES

JUMPING IN WIDE, STRAIGHT AND CURLED

SHAPES

l Still using the apparatus as in diagram 1, each child

sits inside a hoop in a space.

l Explain that children can make shapes in the air just as

they can on the ground. Make a stretched shape, a

wide shape and also a curled shape by sitting on the

ground.

l Children find different ways of jumping into and out of

their hoop using these shapes.

l Choose a few children who make clear shapes to

demonstrate different ways they have found.

l Children jump into and out of their hoops again

copying some of the different ways they have seen.

l Experiment using two feet to two feet, two feet to one

foot, one foot to two feet, one foot to the same foot,

one foot to the other foot.

l Challenge children to use their hands and feet to jump

into and out of their hoops.

l Challenge children to find ways to jump over their

hoops.

l Encourage children to put some of these jumps

together in a sequence they can repeat.

TEACHING POINTS: When watching examples make

reference to use of arms to go higher, bending knees on

take-off and landing, and clear body shape.

Encourage full extension if stretching and tight bodies if

curling.

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COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions, Jumping.


IDEAL l Hoops (enough for one each) l 6 Benches l 6 Mats

MINIMUM OR ALTERNATIVE Use spots instead of hoops/use low level movement tables if not enough benches.


TEACHING POINTS FOR THIS

LESSON: how to teach these

movements

STRETCH JUMP (Straight)

Look towards the direction you are

jumping - swing arms to propel body

forward - bend knees to jump - stretch

body as long as possible in the air -

fingers and toes pointed - reach

hands to the ceiling - arms and legs

straight - head still - extend through

every body part - land on toes then

heels - then knees on landing - arms

stretched forward.

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1

2 3

STAR JUMP (Wide) Look towards the direction you are jumping - swing arms to propel body forward - bend

knees to jump - stretch body as wide as possible - fingers and toes pointed - arms and legs straight - head still -

extend through every body part - bring legs back together to land - land toes then heels - bend knees on landing -

arms stretched forwards.

BUNNY JUMPS (Tuck) Curl up tight on feet to

begin. Reach forwards with extended arms and place

hands on the floor shoulder width apart. Jump feet up

in the air and then forwards, lifting the hips. Feet should

land just behind the hands reforming the tuck position.

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WARM UP ACTIVITY: GO HOME: GENERAL AGILITYAND COORDINATION

GO HOME

l Give each child a hoop and ask them a few at a time to find a space and sit in their hoop so that they create an area

as in diagram 1.

l Children start in their own hoop which is their ‘home’. Children walk around the workspace. When ‘Go Home’ is called

they have to find their hoop and jump into it. Repeat the activity but jog around, then run around on different parts.


TEACHING POINTS: Encourage children to land safely by 'giving' at the hips, knees

and ankles to absorb the shock of landing.

D IAGRAM 1

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MAIN ACTIVITY: JUMPING IN WIDE, STRAIGHTAND CURLED SHAPES

JUMPING IN WIDE, STRAIGHT AND CURLED

SHAPES

l Set up the apparatus as in diagram 2.

l Split children into six groups to work at a bench each.

l Remind children they can make shapes in the air just

as they can on the ground. Make a stretched shape,

a wide shape and also a curled shape by sitting on

the ground.

l Children find different ways of jumping onto the

bench. Try a static jump up and down on the spot.

Jump in a shape off the bench. Jump into and out, or

over the hoops using these shapes.

l Choose a few children who make clear shapes to

demonstrate different ways they have found.

l Children repeat patterns using the apparatus again

copying some of the different ways they have seen.

l Challenge children to find ways to jump that make a

pattern they can remember. E.g. tuck jump onto the

bench using hands - straight jump on the spot - wide

jump off the bench - bunny jumps into the hoops and

out again.

TEACHING POINTS: When watching examples make

reference to use of arms to go higher, bending knees on

take-off and landing, and clear body shape.

Encourage full extension if stretching and tight bodies if

curling.


MAIN TASK

l Ask children to copy the person in front of them to

create a group sequence.

l Change the leader and repeat this using their ideas.

D IAGRAM 2 : MOVEMENT AROUND, INTO AND

OUT OF HOOPS , BENCHES AND MATS

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BUNNY JUMPS (Tuck) Curl up tight on feet to begin. Reach forwards with extended arms and place hands on the

floor shoulder width apart. Jump feet up in the air and then forwards, lifting the hips. Feet should land just behind the

hands reforming the tuck position.





COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions, movements using hands and feet.


IDEAL l Spots (enough for one each) l 6 Benches l 6 Mats .

CATERPILLAR WALKS

Hands and feet on the floor making a straight line with the body

- flat back - walk feet forward towards hands keeping hands still

- then walk hands away from feet, feet stay still.

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BEAR WALKS

Hands and feet on the floor

making an arch with the body -

move leg and arm on the same

side at the same time.

FROG LEAPS Begin in tuck shape on feet - push away from the floor with feet and swing arms up and

forwards at the same time - allow the body to straighten out in the air - give at the hips and knees on

landing and return to tuck shape.

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CRAB WALKS

Place hands on the floor behind body -

bend knees to 90 degrees - lift hips so

body is straight - move one leg and arm

on the same side at the same time.

WARM UP ACTIVITY: MAKE A SHAPE

D IAGRAM 1

MAKE A SHAPE

l Use spots for children to create an area as in diagram 1.

l Children walk around the room. When the teacher calls 'stretch' they must make a stretched

shape on a spot but remain motionless. On the call 'curl' they must make a curled shape and

remain motionless. Repeat a few times. Repeat with children jogging.

l Ask children to use all the space running in and out of the spots jumping to make a wide shape

on the command ‘wide’. Repeat for narrow shapes.


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MAIN ACTIVITY: TRAVELLING ON FEET ANDHANDS AND FEET

TRAVELLING ON FEET

l Review ways feet were used in the warm up activity

(walking, jogging, running and jumping).

l Children find other ways of using their feet. Explore

different ways then choose some children to

demonstrate.

l Name and describe the ways they were moving e.g.

hop, skip, slide, gallop, leap.

l Was the body stretched or curled when they made

these actions?

l Children use their feet to move again but this time

changing direction.

l Name the different directions in which they can move

then challenge them to change their movement each

time they change direction.

TRAVELLING ON HANDS AND FEET

l Talk about ways to use their hands and feet safely - such

as putting their hands flat on the floor with their fingers

facing forwards.

l Children suggest some ways of moving with hands and

feet and practise them together e.g. bunny hops, frog

jumps, crawling.

l Can children vary the actions by changing direction?

Children practise then choose a few children to

demonstrate and ask the rest of the class to describe

what they are doing.

l Discuss ways to improve the action. Was the body

stretched or curled when they made these actions?

l Can children make a pattern they can repeat using feet

then hands and feet changing direction each time the

action changes.

l Work with a partner and copy their pattern. Swap roles

so their partner copies them.

TEACHING POINTS: Encourage full extension if

stretching and tight bodies if curling.


MAIN TASK

l Travel along benches, ladders, small tables and mats

using feet then hands and feet using the apparatus

layout from lesson 5.

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10TEACHING POINTS FOR THIS LESSON: how to teach these movements

FRONT SUPPORT

Start on hands and knees - straighten arms keeping them shoulder width apart - shoulders over the hands - straighten

legs making sure there is a straight line from head to toe. DO NOT allow children to let their backs go into an arch

shape, or to push bottoms up so they make a pike shape.




BALANCE: Body control when moving, balancing on hands and feet.

COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions, movements using hands and feet.


IDEAL l Spots (enough for one each) l Hoops (enough for one each) .

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BACK SUPPORT

Start on bottom with straight legs - hands flat on the floor with fingers pointing towards the toes - straighten arms - push

bottom up making sure there is a straight line from head to toe.

WARM UP ACTIVITY: SHAPE FREEZE

D IAGRAM 1

MAKE A SHAPE


l Children walk, skip and jog in and out of the spots to a

chosen piece of music. When the music stops the

teacher calls ‘straight’, ‘wide’ or ‘curl’ and children

make that shape on a spot but remain motionless.

Choose and praise children who are the stillest and

show the clearest shapes.

l Ask children to make a straight shape using their hands

and feet. Shapes must be still. Share ideas and copy

children who show clear shapes. Repeat making wide

shapes using hands and feet. Repeat making curl

shapes using hands and feet.

l Repeat the musical game but this time children must

freeze in their shapes on hands and feet.

TEACHING POINTS: Encourage children to tense

muscles or ‘squeeze tightly’ to retain stillness. Encourage

full extension if stretching and tight bodies if curling.

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MAIN ACTIVITY: TRAVELLING AND BALANCINGON FEET AND HANDS AND FEET

TRAVELLING AND BALANCING ON HANDS AND FEET

l Use hoops for children to create an area as in diagram 2.

l Review ways of moving with hands and feet and practise them together e.g. bunny hops, frog jumps, crawling,

crab walks, caterpillar walks, bear walks.

l Next children use their favourite way of travelling to move inbetween the hoops. When the teacher calls ‘GO

HOME’ children return to their hoop and freeze on hands and feet in or over their hoop.

l After a few practises and sharing good examples, move on to children travelling from hoop to hoop on hands

and feet, freezing on hands and feet each time they enter a hoop.

l Ask children to think of their favourite way of travelling and their favourite freeze and make up a pattern they can

repeat over and over: Travel - Freeze - Travel - Freeze.

l Watch good examples. Was the body stretched, wide or curled when they made these actions?

l Challenge children to repeat their pattern but this time changing direction after each freeze so they move

forwards, sideways, backwards.

D IAGRAM 2

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TRAVELLING AND BALANCING ON HANDS AND FEET

USING SMALL APPARATUS

l Create an area as in diagram 3.

l Talk about ways to use their hands and feet safely to travel

along, over, from side to side of the bench. Children suggest

some ways.

l Talk about ways to use their hands and feet safely to balance

on the red spot, and also on, over and away from the bench.

Children suggest some ways.

l Challenge children to travel along, over, from side to side of

the bench on hands and feet then freeze on the red spot.

Travel again on hands and feet to the hoop and freeze in or

over the hoop.

l Choose good examples to show their ideas.

l Can children make a pattern they can repeat?

TEACHING POINTS: Encourage full extension if stretching

and tight bodies if curling.


MAIN TASK

l Teach children how to hold a front and back support balance.

l Ask children to use these balances on, away from and

against a bench.

D IAGRAM 3

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ROCK AND ROLL

Tuck in tight in a tuck sit - use hands to keep knees into chest - keep back rounded and rock backwards and forwards.





COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions, rocking and rolling actions.


IDEAL l Spots (enough for one each) l Mats (enough for one between two or three) l Hoops(enough for one between two

or three) l Beanbags (enough for one each)

1 2

3 4

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PENCIL ROLL

Lie on back with legs together and arms stretched straight above head - squeeze muscles to keep straight

shape - squeeze knees and feet together - roll sideways onto side then over onto tummy - keep fingers and

toes pointed throughout.

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TEDDY BEAR ROLL: METHOD 1

Sit with legs in straddle position and hold back of

knees with hands - lift one leg and lower the body

onto the opposite shoulder- swing raised leg over

towards the floor keeping both legs wide and

straight, rolling sideways across back - return to

straddle sit facing in the opposite direction.

1

2 3

4 5

6 7

1 2

3 4

5 6

TEDDY BEAR ROLL: METHOD 2

Sit on a spot with legs in straddle position - place the right hand on the floor near the right foot - lift the left arm up

vertically - keep the right hand next to the foot while rolling sideways - the back of the head touches the mat with the

legs in the air still straddled - return to straddle sit facing in the opposite direction.

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EGG ROLL

Begin tucked tight on knees - rock sideways taking weight on the shoulder and hip - roll onto

the back and hold knees keeping tucked throughout - rock sideways taking weight onto the

shoulder and hip - roll onto knees.

1 2

3 4

5 6

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MAIN ACTIVITY: TRAVELLING AND BALANCINGON FEET AND HANDS AND FEET

ROCKING

l Use mats to create an area as in diagram 2.

l Children take it in turn to sit on the edge of a mat and rock from side to side

and forwards and backwards.

WARM UP ACTIVITY: SHAPE FREEZE 2

D IAGRAM 1

SHAPE FREEZE 2


l Children walk, skip and jog in and out of the spots to a

chosen piece of music. When the music stops the

teacher calls 'straight', ‘wide’ or 'curl' and children make

that shape on a spot using their hands and feet. Shapes

must be still. Choose and praise children who are the

stillest and show the clearest shapes.

TEACHING POINTS: Encourage children to tense

muscles or ‘squeeze tightly’ to retain stillness. Encourage

full extension if stretching and tight bodies if curling.

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40

l Children take it in turn to stand on the mat and

rock from side to side and forwards and

backwards.

D IAGRAM 2

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l Children take it in turn to lie on their tummy in an arch shape and rock from side to side and forwards and backwards.

l Children take it in turn to lie on their back in a dish shape and rock from side to side and forwards and backwards.

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l Ask children to use the mats to practise rocking from a tuck sitting position, backwards and

forwards to a standing position. Have one child stand facing them with a hoop which they can

reach for to help pull up to standing.

ROCKING : SMALL APPARATUS

l Ask children to practise rocking from a

sitting tuck position with a bean bag

between their feet. They try to drop

the bean bag over their head into a

hoop behind them. See how many

times they can get their beanbag in

the hoop. Ensure children stay in a

tight tuck/curl position throughout.

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43

ROCKING AND ROLLING

l Ask children to lie on their backs in a narrow stretch

shape. Can they rock sideways and then roll onto their

tummy without breaking the stretch shape?

l Explain that this is called a Pencil Roll.

l Repeat so that they rock sideways on their tummy and

roll over onto their back.

l Ask children to lie on their backs in a tuck/curl shape.

Can they rock sideways and then roll onto their knees

without breaking the tuck/curl shape?

l Explain that this is called an Egg Roll.

l Repeat so that they rock sideways on their knees and

roll over onto their back.

l Ask children to sit in a wide stretch shape. Can they

rock sideways onto their shoulder and then roll over

their backs without breaking the wide stretch shape? It

may help to hold the back of the calves/knees as they

rock and roll.

l Can they return to sitting after the roll?

l Explain that this is called a Teddy Bear or Circle Roll.

TEACHING POINTS: Refer to teaching points for all

rolls. Encourage full extension if stretching and tight

bodies if curling throughout the roll.


MAIN ACTIVITY

l Ask children to use hands and feet to travel around the

mat, freeze then finish with a rock and roll.

e.g. crab walks - back support - egg roll.

l Repeat their pattern.

l Extend by asking children to join two rocking and

rolling actions at the end of their pattern.

e.g. crab walks - back support - egg roll - pencil roll.

ACKNOWLEDGEMENTS:

All Hallows RC High School and Salford City Council

The pupils and staff at Claypool Primary School

and St Mark’s RC Primary School

‘Move With’

WRITTEN BY: Elaine Gilmore

EDITED BY: Dean Gilmore, Elaine Gilmore,

Amanda Hulme and John Smethurst

PHOTOGRAPHS BY: Bill McLaughlin

DESIGN BY: TEN94 DESIGN

This booklet is intended to be used by schools to help develop

Physical Literacy in a simple and fun way. It is not to be used for

commercial gain by any organisation and the session plans remain

the property of School Sport Partnerships in Salford. No part of this

publication may be copied or reproduced, stored in a retrieval

system, or transmitted in any form or by any means electronic,

mechanical, photocopying or otherwise without prior permission of

the publisher.

Whilst every care has been taken in the compilation of this booklet,

School Sport Partnerships in Salford cannot accept responsibility for

any inaccuracies or changes since compilation.

This booklet is distributed free of charge to members of School Sport

Partnerships in Salford on the condition that School Sport

Partnerships in Salford, or the authors, are not held responsible in

any way for any incident or accident that may occur as a result of

undue care and concern shown in the delivery of ‘Move With’.

Reference should be made to Health and Safety guidance provided

by the Association for Physical Education and British Gymnastics in

the planning and delivery of Move With Gymnastics.

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