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Lesson 4 - Points and Patches Balance

Creative Movement Stories

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Reception

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

4-5 mats

Arrange in groups of 4 with adequate spacing between each station

Alternative: Carpet squares, yoga mats

Apparatus

Various pieces per group

Distribute evenly between mat groups, ensure all apparatus is stable

Alternative: Benches, low boxes, stepping stones, hoops

Music Player

Position where all students can hear clearly

Alternative: Whistle, tambourine, clapping

Cards

1 set per group

Simple picture cards showing different balance positions

Alternative: Teacher demonstration only

Key Vocabulary

Point

Small parts of the body used for balancing such as feet, hands, head, knees and elbows

Patch

Large parts of the body used for balancing such as back, side, legs, shoulders and tummy

Balance

Staying still and steady in one position without wobbling or falling

Body tension

Tightening muscles to create strength and control in the body

Freeze

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

Can demonstrate clear difference between point and patch balances

Shows visible muscle tension when holding positions

Maintains focus and stillness for required duration

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