Creating Body Shapes

Overview

This engaging 30-minute PE session is designed for Reception students (ages 4-5) as part of the “Gymnastics Fun Foundations” unit (Lesson 5 of 7). Children will explore and practise creating fundamental body shapes such as tuck, straddle, and pike. The focus is on developing basic body positioning, spatial awareness, and control through hands-on mat activities that boost coordination and confidence.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Demonstrate awareness of their own body by creating three key shapes: tuck, straddle, and pike.
• Show emerging body control when moving between shapes on mats.
• Understand simple vocabulary relating to body shapes and positions.
• Enjoy cooperative physical activity safely with peers.

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Curriculum Links

• Physical Development Early Learning Goal (ELG) - Moving and Handling: Children show good control and co-ordination in large and small movements. They handle equipment and tools effectively.
• National Curriculum KS1 - Physical Education: Master basic movements including balance, agility, and coordination; develop fundamental movement skills.

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Resources

• Thick gymnastics mats (enough for small groups, approx. 5 mats)
• Visual cue cards (illustrations of tuck, straddle, and pike positions)
• Soft foam shapes or beanbags (optional, to place on body parts for feedback)
• Whistle or chime to signal activity transitions

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Lesson Structure

1. Welcome and Warm-Up (5 minutes)

• Gather children in a circle on the mats. Use simple animal walks (e.g., bear crawl, bunny hops) for a fun dynamic warm-up stimulating gross motor skills and body awareness.
• Briefly introduce the day’s learning: “Today, we’ll make some funny and interesting shapes with our bodies!” Use images or your own demonstration.

2. Introduction to Body Shapes (7 minutes)

• Gather children around a clear space. Show visual cards of the tuck, straddle, and pike shapes.
• Demonstrate each shape slowly, explaining:
  • Tuck - “Curling up small, like a tiny ball.”
  • Straddle - “Legs out wide like a star or a frog.”
  • Pike - “Legs straight out, trying to touch your toes.”
• Invite children, one at a time or in pairs, to try each shape on the mats.
• Use simple questions: “Can you show me your smallest ball?” or “Can you stretch your legs wide like a star?”

3. Practise and Move Between Shapes (10 minutes)

• Organise children into small groups (5 groups with 5 children each) around mats.
• Call out one shape, children perform it; then call out another shape, children smoothly move to it.
• Encourage children to experiment moving from one shape to another, emphasising controlled and slow movements to build balance and coordination.
• Use whistle/chime signals to change shapes or freeze positions.

4. Creative Shape Challenge (5 minutes)

• Challenge each child to create their own ‘shape’ combining any two learnt positions.
• Encourage verbal description: “Tell us about your new shape!”
• Celebrate creativity and control, enhancing children’s self-expression and body awareness.

5. Cool Down and Reflection (3 minutes)

• Sit in a circle and do gentle stretches lying on mats, using deep breathing to calm.
• Ask reflective questions appropriate to Reception: “Which shape did you like best? Which was tricky?”
• Give praise for effort and teamwork.

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Assessment and Differentiation

• Informal Assessment: Observe children’s ability to copy shapes and control movement between them. Note children who may need more support or challenge.
• Support: Pair less confident movers with peers; use hands-on guidance gently to assist with shapes.
• Extension: For advanced children, introduce a brief hold time for each shape or add small controlled rolls maintaining body shape.

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Safety Notes

• Ensure mats are spaced adequately to prevent collisions.
• Constant adult supervision when children move between shapes.
• Reinforce ‘walking feet’ when moving to stop running on mats.

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Teacher Tips

• Use enthusiastic language and facial expressions to maintain engagement.
• Incorporate music with a slow beat to guide the pace of movements for body control practice.
• Capture snippets on iPad (if policy permits) to show children their progress and for reflective discussion.

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Reflection (Post-Lesson)

• Which shapes did children master quickly?
• Were the transitions smooth or did certain movements require extra practice?
• How did the creative challenge enhance engagement?
• Plan to revisit difficult positions in next lessons with additional apparatus or games.

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This detailed, kinaesthetic-focused lesson fosters foundational gymnastics skills through play and exploration, embedding confidence and physical literacy in early learners.