Lesson 6 - Weight on Hands and Body Tension
Animal Stories in Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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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
Position with mats around for safety
Alternative: Large bench or sturdy box
Secure and stable, check legs are locked
Alternative: Long low boxes or lines on floor
Use bright colours for clear visibility
Alternative: Bean bags, markers, or chalk marks
Lay flat on floor in straight line
Alternative: Chalk circles or rope circles
Check mats are flat and secure, no gaps
Alternative: Carpet squares or soft surface area
Visible to all students during warm-up
Alternative: Pictures displayed on wall
Key Vocabulary
Making muscles tight and strong to hold positions
Body straight, weight on hands and toes, stomach facing down
Weight on hands and heels, stomach facing up, body straight
Using hands to support body weight instead of just feet
Walking hands forward while keeping feet still, then walking feet to hands
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
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