Lesson 5 - Asymmetric Balances and Sequences
Exploring Body Parts and Movement Through Playful Gymnastics
•Nursery
•Gymnastics
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How can we use different body parts to create interesting asymmetric shapes and movements?
Learning Objectives
- Perform sequences of asymmetric balances and movements on floor and apparatus
- Create clear starting and finishing positions in gymnastics work
- Link movements together smoothly and safely
Key Outcomes
- Students will demonstrate asymmetric balances on patches and apparatus
- Students will create a sequence combining travel, balance and spins
- Students will show clear, controlled starting and finishing positions
Equipment & Resources Required
Spread evenly around hall for individual work spaces
Alternative: Large carpet squares or yoga mats
Position with safety mats alongside, maximum 5 children per bench
Alternative: Low balance beams or sturdy planks
Place around all apparatus for landing areas
Alternative: Thick crash mats or folded blankets
Position for clear sound throughout hall
Alternative: Phone with speaker or tablet
Key Vocabulary
When both sides of your body are doing different things or making different shapes
Staying still and steady in a position without wobbling
A series of movements that flow from one to the next
Different body parts that touch the floor to support you
Equipment like benches, mats and boxes that we use in gymnastics
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic body shapes and balances
- Understands difference between moving and stillness
- Can follow simple movement instructions
Current Skills
- Asymmetric balance awareness
- Sequence construction
- Apparatus work integration
- Quality of movement development
Next Steps
- Partner balancing activities
- More complex apparatus combinations
- Group sequence work
- Introduction to rolls and rotations
Milestone Indicators
Key Teaching Points
- Asymmetric means both sides of body doing different things
- Hold all balances for 5 seconds with strong body tension
- Clear starting and finishing positions show quality work
- Safety first - controlled movements on apparatus always
- Smooth transitions make sequences flow beautifully
- Different body patches offer variety in balancing challenges
- Encourage creativity while maintaining technical focus
Common Misconceptions
- Asymmetric shapes are just 'messy' - emphasise they are controlled and deliberate
- Balances are just about staying still - highlight the strength and control required
- Apparatus work is about tricks - focus on quality of basic movements
- Sequences should be fast - teach that control and smoothness are more important
- Falling means failure - explain that challenging ourselves leads to improvement
SEN Adaptations
ADHD
- Frequent movement changes, clear boundaries and expectations, specific roles in apparatus handling
dyspraxia
- Simplified sequences initially, extra demonstration time, focus on individual progress rather than comparison
autism spectrum
- Clear structure with visual sequence cards, quiet practice spaces available, predictable routine and timing
visual impairment
- Use verbal descriptions of asymmetric shapes, tactile guidance for apparatus positioning, buddy system for equipment handling
hearing impairment
- Visual demonstrations of all movements, written sequence cards, clear visual signals for start/stop
physical disability
- Seated asymmetric balances, adapted apparatus heights, focus on achievable movements for individual abilities
Cross-Curricular Links
Maths
Counting 5-second holds, understanding symmetry concepts, spatial awareness
Science
Balance and forces, body systems during exercise, cause and effect in movement
Art
Creating shapes with bodies, asymmetric patterns in nature and design
Music
Moving to rhythm, timing in sequences, listening skills development
PSHE
Self-assessment skills, peer support and encouragement, perseverance with challenges
Teacher Guidance
Positioning
Move around perimeter for clear view of all children, position centrally for demonstrations
Observation Focus
Watch for control in balances, clear asymmetric shapes, safe apparatus work, quality of movement
Intervention Points
Step in if unsafe apparatus use, unclear concept understanding, or children struggling with sequence structure
Demonstration Notes
Use exaggerated movements for clear concept illustration, demonstrate safety procedures, show sequence examples without giving away children's creativity
Verbal Cues
- •'Show me really clear asymmetric shapes!'
- •'Hold that balance for 5 seconds!'
- •'Smooth transitions between movements!'
- •'Use both floor and apparatus space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full gymnasium or large hall, minimum 15m x 20m, clear of obstacles
Surface Check
Non-slip surface, clean and dry, suitable for gymnastics activities
Equipment Safety
Safety Checks
- •Check bench stability and secure positioning
- •Ensure safety mats are properly placed around apparatus
- •Verify no damaged equipment before use
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during movement
- •Improper equipment handling
Risk Mitigation
- •Maximum 5 children per bench to prevent overcrowding
- •Safety mats positioned around all apparatus
- •Clear instructions for equipment handling
- •Controlled movement speeds throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus work
- •Actively supervise equipment setup and storage
- •Monitor children for fatigue or unsafe attempts
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear area if needed