Lesson 4 - Points and Patches Balance
Creative Movement Stories
•Reception
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use different parts of our body to create steady balances like statues?
Learning Objectives
- Identify different parts of the body that can be used for balancing (points and patches)
- Demonstrate controlled balances on various body parts for 3 seconds
- Understand the concept of body tension to maintain stability
Key Outcomes
- Students will successfully perform balances on points (small body parts) and patches (large body parts)
- Students will hold balanced positions with minimal wobbling for 3 seconds
- Students will demonstrate understanding of body tension through muscle tightening
Equipment & Resources Required
Arrange in groups of 4 with adequate spacing between each station
Alternative: Carpet squares, yoga mats
Distribute evenly between mat groups, ensure all apparatus is stable
Alternative: Benches, low boxes, stepping stones, hoops
Position where all students can hear clearly
Alternative: Whistle, tambourine, clapping
Simple picture cards showing different balance positions
Alternative: Teacher demonstration only
Key Vocabulary
Small parts of the body used for balancing such as feet, hands, head, knees and elbows
Large parts of the body used for balancing such as back, side, legs, shoulders and tummy
Staying still and steady in one position without wobbling or falling
Tightening muscles to create strength and control in the body
Stop all movement instantly and hold the position like a statue
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of body parts
- Simple static positions
- Following movement instructions
Current Skills
- Distinguishing between points and patches
- Controlling body tension for stability
- Holding balanced positions for set duration
Next Steps
- Linking balances into sequences
- Balancing on apparatus with confidence
- Creating group balances and shapes
Milestone Indicators
Key Teaching Points
- Points are small body parts (hands, feet, head, knees, elbows) - patches are large body parts (back, side, tummy, shoulders)
- Body tension is essential for good balance - muscles should be tight like a statue
- Quality of balance is more important than difficulty - focus on control and stillness
- Count to 3 to develop sustained balance - this builds strength and control
- Safety first on apparatus - always test stability and stay within ability level
- Positive encouragement helps everyone learn - celebrate effort as much as achievement
- Pointing fingers and toes helps create extension and improves balance quality
Common Misconceptions
- Misconception: 'Harder balances are always better' - Correction: Focus on control and proper technique first
- Misconception: 'Wobbly balances are normal' - Correction: Teach muscle tension to create steady positions
- Misconception: 'Points and patches are the same thing' - Correction: Use clear size comparisons and visual examples
- Misconception: 'Apparatus work is always more advanced' - Correction: Start with simple positions and build confidence gradually
- Misconception: 'Fast movements show skill' - Correction: Emphasise slow, controlled positioning and transitions
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, immediate positive feedback, movement breaks built in
dyspraxia
- Extra demonstration time, break skills into smaller steps, allow additional practice time
autism spectrum
- Clear visual sequence cards, consistent routine structure, quiet space available if needed
visual impairment
- Use verbal descriptions of body parts, tactile guidance for position setup, buddy system for safety
hearing impairment
- Visual demonstrations with exaggerated movements, hand signals for stop/start, written/picture task cards
physical disability
- Adapted balances using chair or mobility aid, focus on achievable positions, celebrate effort over outcome
Cross-Curricular Links
English
New vocabulary development (points, patches, balance, tension), listening and following instructions
Maths
Counting points of contact, comparing sizes (small points vs large patches), spatial awareness concepts
Science
Understanding how muscles work, gravity and balance, body systems and control
PSHE
Following instructions for safety, supporting others, celebrating different abilities
Teacher Guidance
Positioning
Move constantly between groups during skill practice, central position for demonstrations
Observation Focus
Watch for muscle tension, controlled movements, understanding of vocabulary, safety awareness
Intervention Points
Step in immediately if apparatus work becomes unsafe, support students struggling with vocabulary understanding
Demonstration Notes
Always demonstrate on floor level first, show clear contrast between floppy and controlled positions, use students as positive examples when appropriate
Verbal Cues
- •'Tight muscles like a statue!'
- •'Points are small, patches are big!'
- •'Count with me - 1, 2, 3!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (hall/gymnasium) minimum 15m x 12m with clear height of 3m
Surface Check
Non-slip surface essential, gymnastics mats in good condition with no tears
Equipment Safety
Safety Checks
- •All apparatus maximum height 30cm for Reception age
- •Check apparatus stability before each use
- •Ensure apparatus has rounded edges and no sharp corners
- •Maximum 2 students per piece of apparatus
Risk Management
Key Risks
- •Falls from apparatus due to overconfidence
- •Collisions between students moving between activities
- •Strain injuries from attempting positions beyond capability
- •Equipment toppling if not properly secured
Risk Mitigation
- •Teacher always within arm's reach of apparatus work
- •Clear boundaries established for each mat group
- •Progressive skill building from floor to apparatus
- •Demonstration of safe mounting and dismounting techniques
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus work simultaneously
- •Circulate during mat work to give individual feedback
- •Monitor energy levels and intervene if students become overexcited
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school office if required