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Lesson 6 - Weight on Hands and Body Tension

Animal Stories in Gymnastics

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Year 1

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Gymnastics

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Big Question

How can we use our hands to support our body weight like animals do?

Learning Objectives

To develop strength and coordination for taking body weight on hands
To understand and demonstrate body tension in different positions
To travel safely using hands and feet combinations

Key Outcomes

Students will demonstrate tense, relaxed, stretched and curled body positions
Students will travel confidently on hands and feet using various methods
Students will show improved upper body strength and control

Equipment & Resources Required

Tables

Position with mats around for safety

Alternative: Large bench or sturdy box

Benches

Secure and stable, check legs are locked

Alternative: Long low boxes or lines on floor

Cones

Use bright colours for clear visibility

Alternative: Bean bags, markers, or chalk marks

Hoops

Lay flat on floor in straight line

Alternative: Chalk circles or rope circles

Mats

1 per station (5 total)

Check mats are flat and secure, no gaps

Alternative: Carpet squares or soft surface area

Cards

Visible to all students during warm-up

Alternative: Pictures displayed on wall

Key Vocabulary

Body tension

Making muscles tight and strong to hold positions

Front support

Body straight, weight on hands and toes, stomach facing down

Back support

Weight on hands and heels, stomach facing up, body straight

Weight bearing

Using hands to support body weight instead of just feet

Inchworm

Walking hands forward while keeping feet still, then walking feet to hands

Bunny hop

Hands down first, then jumping both feet together to meet hands

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body shapes (tuck, straddle, pike)
Simple travelling movements
Following safety instructions around apparatus

Current Skills

Taking weight on hands safely
Demonstrating body tension
Coordinated hand and feet movements

Next Steps

Extended weight bearing on hands
Combining weight bearing with dynamic movements
Partner and group gymnastics work

Milestone Indicators

Can hold front support for 5+ seconds

Travels smoothly using hand/feet combinations

Shows clear muscle tension when needed

Key Teaching Points

Body tension is essential for safe and effective weight bearing
Progressive challenge allows all students to succeed at their level
Proper hand placement prevents injury and builds confidence
Core muscle engagement is key to all gymnastics movements
Safety awareness must be maintained throughout dynamic activities
Individual progress is more important than comparison with others
Quality of movement is always more important than speed

Common Misconceptions

Students think they need to rush through movements - emphasise control
Some believe weight bearing is only for strong students - show adaptations
Misconception that holding breath helps - teach controlled breathing
Thinking that falling or struggling means failure - celebrate effort
Belief that boys are naturally stronger - emphasise individual progress

SEN Adaptations

ADHD

Shorter station times, clear boundaries, regular positive feedback, movement breaks between explanations

dyspraxia

Slower demonstrations, break down movements into smaller steps, allow extra practice time

autism spectrum

Clear visual schedules for station rotation, quiet space available if overwhelmed, consistent routine

visual impairment

Use tactile markers for station boundaries, verbal description of all movements, buddy system for navigation

hearing impairment

Visual demonstrations, clear hand signals for station changes, written instruction cards

physical disability

Modified positions using wheelchair or seated options, adapted equipment heights, focus on upper body only

Cross-Curricular Links

English

Following instructions, describing movements, vocabulary development

Maths

Counting repetitions, timing holds, measuring distances between equipment

Science

Muscles and movement, forces and support, body systems

PSHE

Perseverance, supporting others, managing challenges and frustration

Teacher Guidance

Positioning

Move between stations with extra focus on agility table and bench work

Observation Focus

Watch for proper muscle engagement, safe technique, and appropriate challenge level

Intervention Points

Step in when technique compromises safety or when students need encouragement

Demonstration Notes

Use exaggerated muscle tension in demonstrations so students can clearly see the difference

Verbal Cues

•'Squeeze your stomach muscles!'
•'Make your body like a strong plank!'
•'Hands shoulder-width apart!'
•'Control your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large gymnasium or hall space, minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface essential, mats required for landing areas

Equipment Safety

Safety Checks

•Check agility table is stable and locked in position
•Ensure bench legs are properly locked
•Verify all mats lie flat with no gaps
•Check cones have no sharp edges

Risk Management

Key Risks

•Falls from height (agility table)
•Wrist strain from weight bearing
•Collisions at stations
•Overexertion leading to poor technique

Risk Mitigation

•Mats placed around all elevated apparatus
•Progressive building of upper body strength
•Clear station boundaries and pathways
•Regular technique monitoring and correction
•Differentiated activities for different ability levels

Supervision & Emergency Procedures

Supervision Points

•Position for view of all stations
•Spend extra time at agility table station
•Monitor stations with apparatus carefully
•Check for fatigue affecting technique

Emergency Procedures

Clear stop signal established, first aid kit accessible, clear access routes maintained