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Lesson 3 - Balancing on Patches and Rolling

Exploring Body Parts and Movement Through Playful Gymnastics

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Nursery

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Gymnastics

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45 min

Big Question

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

Music Player

Test volume and song selection before lesson

Alternative: Tablet or phone with speaker

Gymnastics Mats

6-8

Spread evenly around space for safety

Alternative: Carpet squares or towels

Gymnastics Benches

3-4

Stable and at appropriate height for Nursery children

Alternative: Sturdy low tables or balance beams

Cones

Mark safe spaces and boundaries

Alternative: Bean bags or spots

Key Vocabulary

Patches

Large body parts like bottom, back, front, and shoulders that we can balance on

Balance

Staying still and steady in one position

Tension

Making our muscles tight and strong

Symmetrical

When both sides of our body do the same thing

Sequence

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

Holds balances for 3-5 seconds consistently

Demonstrates control during rolling movements

Shows awareness of symmetry in movements

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