Lesson 3 - Balancing on Patches and Rolling
Exploring Body Parts and Movement Through Playful Gymnastics
•Nursery
•Gymnastics
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How can we use our patches to make beautiful balances and rolls like gymnasts?
Learning Objectives
- To balance on different patches with tension and control
- To roll in different ways connecting movements
- To work safely with apparatus showing good sharing skills
Key Outcomes
- Children will demonstrate balanced positions on various patches
- Children will sequence balances with rolling movements
- Children will use apparatus imaginatively and safely
Equipment & Resources Required
Test volume and song selection before lesson
Alternative: Tablet or phone with speaker
Spread evenly around space for safety
Alternative: Carpet squares or towels
Stable and at appropriate height for Nursery children
Alternative: Sturdy low tables or balance beams
Mark safe spaces and boundaries
Alternative: Bean bags or spots
Key Vocabulary
Large body parts like bottom, back, front, and shoulders that we can balance on
Staying still and steady in one position
Making our muscles tight and strong
When both sides of our body do the same thing
Putting movements together in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial concepts
- Simple movements like walking and running
- Following simple instructions
Current Skills
- Balancing on large body parts (patches)
- Rolling in different directions
- Creating short movement sequences
Next Steps
- Balancing on smaller body parts
- More complex rolling patterns
- Longer sequences with apparatus
Milestone Indicators
Key Teaching Points
- Patches are large body parts - bottom, back, front, shoulders
- Balances must be held still with tension and pointed toes
- Rolling connects movements and must be controlled
- Symmetrical means both sides of body match
- Sequences have clear beginning, middle and end
- Safety first - no rushing, proper turns on apparatus
- Effort and trying is more important than perfection
Common Misconceptions
- Children thinking any body part is a 'patch' - clarify large body parts only
- Believing faster rolling is better - emphasise control over speed
- Thinking balances can be wobbly - stress stillness and tension
- Assuming symmetrical means exactly the same - show matching movements
- Expecting perfect technique immediately - celebrate approximations and effort
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular movement breaks, fidget objects if helpful
dyspraxia
- Extra demonstration time, simplified sequences, physical support for apparatus, enlarged equipment
autism spectrum
- Clear routine structure, visual timetable of activities, quiet space available if needed
visual impairment
- Clear verbal descriptions of positions, tactile guidance for apparatus, bright coloured mats for contrast
hearing impairment
- Visual demonstrations emphasised, hand signals for instructions, written picture cards for positions
physical disability
- Seated balance variations, modified apparatus height, alternative movement patterns for rolling
Cross-Curricular Links
English
Following instructions, learning new vocabulary, describing movements
Maths
Counting during balance holds, understanding symmetry concepts, spatial awareness
Science
Body parts and functions, balance and gravity, muscle tension and relaxation
PSHE
Turn-taking and sharing, perseverance through challenge, self-assessment skills
Teacher Guidance
Positioning
Move around space to see all children, position near apparatus during use
Observation Focus
Balance control, rolling technique, sharing behaviours, safety awareness
Intervention Points
Step in for unsafe apparatus use, support struggling children, manage group dynamics
Demonstration Notes
Use clear, exaggerated movements, ensure all children can see, repeat demonstrations as needed
Verbal Cues
- •'Pointed toes!'
- •'Strong muscles!'
- •'Take turns!'
- •'Hold it steady!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 6m clear space, soft surface preferable
Surface Check
Non-slip surface, free from hazards, mats available for gymnastics work
Equipment Safety
Safety Checks
- •Check bench stability before use
- •Ensure adequate spacing between apparatus
- •Mats positioned for safe landings
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during rolling
- •Inappropriate shoulder balance attempts
Risk Mitigation
- •Maximum 4 children per bench
- •Clear rolling pathways established
- •No forcing of difficult positions
- •Constant supervision of apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus
- •Move around space during floor work
- •Close supervision of shoulder balances
Emergency Procedures
Stop activity immediately, assess injury, appropriate first aid response, incident recording