‘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
2
“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.
‘MOVE WITH’
3
‘MOVE WITH’
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
4
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.
‘MOVE WITH’
5
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.
‘MOVE WITH’
6
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
‘MOVE WITH’
7
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.
l Choose good examples to demonstrate.
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.
l Choose good examples to demonstrate.
‘MOVE WITH’
8
UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 2
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.
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 two per group).
MINIMUM OR ALTERNATIVE Skipping ropes made into a circle
‘MOVE WITH’
9
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.
‘MOVE WITH’
10
WARM UP ACTIVITY: FOOT PATTERNS: GENERAL AGILITY AND COORDINATION
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
‘MOVE WITH’
11
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.
l Choose good examples to demonstrate.
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.
EXTENSION SUGGESTIONS:
Main task – Making a sequence
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.
l Choose good examples to demonstrate.
D IAGRAM 3 : MOVEMENT AROUND, INTO AND
OUT OF HOOPS , BENCHES AND MATS
‘MOVE WITH’
12
MOVEMENTS COVERED IN THIS SESSION
AGILITY: Starting and stopping, changing direction, patterns, high to low and low to high.
BALANCE: Body control when moving.
COORDINATION: Stretching (Straight) and Stretching (Wide) actions.
EQUIPMENT / RESOURCES NEEDED:
IDEAL l Spots (enough for one each) l 5 or 6 Ladders
MINIMUM OR ALTERNATIVE Use line markers or skipping ropes to make ladders
UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 3
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.
‘MOVE WITH’
13
‘MOVE WITH’
14
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.
WARM UP ACTIVITY: FOOT PATTERNS: GENERAL AGILITY AND COORDINATION
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.
l Choose good examples to demonstrate.
D IAGRAM 1
D IAGRAM 2 : FOOT PATTERNS
‘MOVE WITH’
15
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.
l Choose good examples to demonstrate.
16
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.
EXTENSION SUGGESTIONS:
Main task – Making a sequence
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.
‘MOVE WITH’
17
MOVEMENTS COVERED IN THIS SESSION
AGILITY: Starting and stopping, changing direction, patterns, high to low and low to high.
BALANCE: Body control when moving.
COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions .
EQUIPMENT / RESOURCES NEEDED:
IDEAL l Hoops (enough for one each)
UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 4
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.
‘MOVE WITH’
18
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
‘MOVE WITH’
19
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.
l Choose good examples to demonstrate.
TEACHING POINTS: Encourage children to land safely by 'giving' at the hips, knees and ankles to absorb
the shock of landing.
D IAGRAM 1
‘MOVE WITH’
20
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.
‘MOVE WITH’
21
MOVEMENTS COVERED IN THIS SESSION
AGILITY: Starting and stopping, changing direction, patterns, high to low and low to high.
BALANCE: Body control when moving.
COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions, Jumping.
EQUIPMENT / RESOURCES NEEDED:
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.
UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 5
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.
‘MOVE WITH’
22
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.
‘MOVE WITH’
23
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.
l Choose good examples to demonstrate.
TEACHING POINTS: Encourage children to land safely by 'giving' at the hips, knees
and ankles to absorb the shock of landing.
D IAGRAM 1
‘MOVE WITH’
24
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.
EXTENSION SUGGESTIONS:
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
‘MOVE WITH’
25
UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 6
TEACHING POINTS FOR THIS LESSON: how to teach these movements
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.
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 Wide) and Curling (Tuck) actions, movements using hands and feet.
EQUIPMENT / RESOURCES NEEDED:
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.
‘MOVE WITH’
26
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.
‘MOVE WITH’
27
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.
l Choose good examples to demonstrate.
‘MOVE WITH’
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.
EXTENSION SUGGESTIONS:
MAIN TASK
l Travel along benches, ladders, small tables and mats
using feet then hands and feet using the apparatus
layout from lesson 5.
28
‘MOVE WITH’
29
UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 7
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.
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, balancing on hands and feet.
COORDINATION: Stretching (Straight and Wide) and Curling (Tuck) actions, movements using hands and feet.
EQUIPMENT / RESOURCES NEEDED:
IDEAL l Spots (enough for one each) l Hoops (enough for one each) .
‘MOVE WITH’
30
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 Use spots for children to create an area as in diagram 1.
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.
‘MOVE WITH’
31
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
‘MOVE WITH’
32
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.
EXTENSION SUGGESTIONS:
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
‘MOVE WITH’
33
‘MOVE WITH’
34
UNIT AND LESSON NUMBER: INTERMEDIATE LESSON 8
TEACHING POINTS FOR THIS LESSON: how to teach these movements
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.
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 Wide) and Curling (Tuck) actions, rocking and rolling actions.
EQUIPMENT / RESOURCES NEEDED:
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
‘MOVE WITH’
35
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.
‘MOVE WITH’
36
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.
‘MOVE WITH’
37
‘MOVE WITH’
38
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
‘MOVE WITH’
39
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 Use spots for children to create an area as in diagram 1.
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.
‘MOVE WITH’
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
‘MOVE WITH’
41
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.
‘MOVE WITH’
42
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.
‘MOVE WITH’
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.
EXTENSION SUGGESTIONS:
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.
Top Related