Lesson 2 - Asymmetrical Spins and Balances
Creative Body Shapes and Partner Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we create beautiful movements that are not the same on both sides of our body?
Learning Objectives
- Perform asymmetrical spins on different body patches (side, front, back, bottom)
- Create and hold asymmetrical balances between spins
- Demonstrate quality movement on floor and apparatus work
Key Outcomes
- Students will confidently perform controlled asymmetrical spins on various body patches
- Students will link spins with stable asymmetrical balances
- Students will understand and articulate what makes a successful gymnastics sequence
Equipment & Resources Required
Spread around hall perimeter for apparatus work
Alternative: Carpet tiles or defined floor spaces
Create circuit of varied height apparatus
Alternative: Chairs or stable low platforms
Keep accessible for final activity
Alternative: Number cards 1-6
For timing apparatus setup challenges
Alternative: Phone timer or wall clock
Position for clear view of performance area
Alternative: None - optional for assessment evidence
Key Vocabulary
Not the same on both sides - when your body makes different shapes on the left and right
Different parts of your body you can spin or balance on - front, back, side, bottom
A series of movements performed one after another in order
How you move smoothly from one position to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic spins on different body patches
- Can hold simple balances with different contact points
- Understands basic gymnastics vocabulary
Current Skills
- Asymmetrical spinning movements
- Asymmetrical balance positions
- Sequence creation and performance
Next Steps
- Combining asymmetrical movements with apparatus work
- Creating longer, more complex sequences
- Adding rolling movements to sequences
Milestone Indicators
Key Teaching Points
- Asymmetrical means different on both sides - demonstrate clearly with visual examples
- Quality sequences need clear starting positions, controlled movements, and strong finishing positions
- Peer assessment should be positive first, then suggest one specific improvement
- Apparatus safety rules are non-negotiable - walk, pairs for equipment, four for mats
- Spinning should be controlled, not fast - emphasise shape maintenance throughout
- Balance challenges require counting contact points accurately and holding positions
- Self-assessment helps students understand their own learning and progress
Common Misconceptions
- Thinking asymmetrical and symmetrical are the same thing - use clear visual demonstrations
- Believing faster spinning is better - emphasise control over speed
- Assuming apparatus work is just free play - structure challenges with clear objectives
- Thinking peer assessment means pointing out what's wrong - teach positive feedback first
- Believing they can't do asymmetrical balances - start simple and build complexity gradually
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries for apparatus work, regular movement breaks
dyspraxia
- Extra practice time for sequences, simplified apparatus work, reduced complexity in movement patterns
autism spectrum
- Clear routine for apparatus setup/pack-away, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Clear verbal descriptions of asymmetrical shapes, tactile guidance for body positioning, buddy system for apparatus work
hearing impairment
- Visual demonstrations of all movements, hand signals for apparatus rules, written instruction cards
physical disability
- Modified apparatus heights, seated spinning variations, alternative contact point challenges adapted to ability
Cross-Curricular Links
Maths
Counting contact points in balances, timing sequences and apparatus setup, understanding symmetry concepts
Science
Balance and gravity, forces acting on the body, understanding body leverage and support
Art
Creating asymmetrical shapes and patterns with the body, aesthetic appreciation of movement quality
PSHE
Peer assessment skills, giving and receiving feedback constructively, building confidence and self-esteem
Teacher Guidance
Positioning
Move around hall perimeter during apparatus work, central position for demonstrations and dice game
Observation Focus
Watch for asymmetrical shape maintenance, sequence quality, peer assessment engagement
Intervention Points
Step in if apparatus safety compromised, support struggling peer assessments, help with asymmetrical concept
Demonstration Notes
Always demonstrate asymmetrical vs symmetrical clearly, show quality vs poor examples for comparison
Verbal Cues
- •'Keep that shape asymmetrical!'
- •'Hold your balance for 3 seconds'
- •'Smooth transitions between movements'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 10m with clear floor space
Surface Check
Non-slip surface free from obstacles, suitable for spinning and apparatus work
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are flat and secure
- •Verify apparatus appropriate height for Year 1
- •Check dice is soft foam with no hard edges
Risk Management
Key Risks
- •Collisions during spinning movements
- •Falls from apparatus
- •Injuries during apparatus setup/pack-away
- •Overexertion during sequences
Risk Mitigation
- •Adequate spacing for spinning activities
- •Controlled apparatus work with proper supervision
- •Enforced walking pace during apparatus handling
- •Regular breaks and water as needed
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Monitor spinning activities for control
- •Supervise apparatus setup and pack-away closely
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, clear area if necessary