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Lesson 1 - Balancing and Spinning on Patches

Creative Body Shapes and Partner Gymnastics

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Year 1

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Gymnastics

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1h 9min

Big Question

How can we use different parts of our body to create balanced shapes and controlled spins?

Learning Objectives

Perform controlled spins on different body parts (patches)
Support body weight in symmetrical balances with control
Create and perform a sequence combining spins and balances

Key Outcomes

Students will demonstrate controlled spinning on front, side, back and bottom
Students will create symmetrical balanced shapes and hold them for set periods
Students will combine spins and balances into a flowing sequence

Equipment & Resources Required

Gymnastics Mats

7 pieces (benches, low boxes, mats)

Spread around hall for floor work and apparatus areas

Alternative: Carpet squares or soft surface areas

Stopwatch

For timing apparatus setup and balance holds

Alternative: Phone timer or wall clock

Cones

10-12

Mark defined areas for warm-up game

Alternative: Bean bags or tape marks

Key Vocabulary

Patches

Large parts of the body used for balancing - front, back, side, bottom

Symmetrical

When both sides of the body match - same shape on left and right

Controlled spin

Turning movement that is slow and deliberate, not rushed

Front support

Balancing on hands and feet with body straight like a plank

Sequence

A series of movements performed one after another

Skill Progression Pathway

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

Prior Learning

Basic rolling movements
Simple balancing on different body parts
Understanding of body shape awareness

Current Skills

Controlled spinning on patches (large body parts)
Symmetrical balance positions
Sequence creation and performance

Next Steps

Advanced spinning techniques
Complex balance transitions
Partner and group sequence work

Milestone Indicators

Can identify and use different body patches

Shows control during spinning movements

Demonstrates symmetrical body awareness

Key Teaching Points

Emphasise controlled movement over speed throughout all activities
Develop symmetrical body awareness through constant reinforcement
Build timing skills through counting and rhythm work
Create supportive peer assessment environment with specific feedback
Maintain safety standards during apparatus work
Connect spinning and balancing to body patch understanding
Celebrate both skill achievement and effort/attitude

Common Misconceptions

Spinning means moving as fast as possible - emphasise control and beauty
Balances only need to be held briefly - teach proper timing awareness
Symmetrical means exactly the same - show creative symmetrical variations
Apparatus work is more important than floor work - value both equally
Only gymnastics skills matter - emphasise cooperation and feedback skills
Mistakes mean failure - promote learning mindset and improvement

SEN Adaptations

ADHD

Clear activity boundaries, regular movement changes, specific roles during apparatus work

dyspraxia

Extra practice time for sequences, simpler movement patterns, adult support for apparatus work

autism spectrum

Clear routine and structure, visual sequence cards, quiet space available for breaks

visual impairment

Verbal descriptions of spinning direction, tactile guidance for symmetrical positions, buddy system for apparatus work

hearing impairment

Visual demonstrations of all movements, hand signals for timing, written sequence cards

physical disability

Modified spinning movements, seated balance variations, adapted apparatus or floor work only

Cross-Curricular Links

Maths

Counting timing for balances, symmetry and shape recognition, spatial awareness

Science

Understanding body parts and movement, balance and gravity concepts

PSHE

Peer assessment and feedback skills, cooperation during apparatus work, self-reflection

Teacher Guidance

Positioning

Move around space to observe all children, position for apparatus oversight

Observation Focus

Watch for controlled movement, symmetrical shapes, timing awareness, safety compliance

Intervention Points

Step in if spinning too fast, apparatus rules broken, unsafe balance attempts

Demonstration Notes

Show clear examples of controlled spinning, emphasise symmetrical shapes, model safe apparatus handling

Verbal Cues

•'Slow and controlled spinning!'
•'Make your shapes symmetrical!'
•'Count your 5 seconds!'
•'Strong front support!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m for movement and apparatus

Surface Check

Non-slip floor surface, secure mats, stable apparatus setup

Equipment Safety

Safety Checks

•Gymnastics mats checked for tears or damage
•Apparatus stable and properly positioned
•Adequate matting around all apparatus
•Clear pathways between stations

Risk Management

Key Risks

•Falls during spinning movements
•Collisions during movement games
•Apparatus handling injuries
•Shoulder balance position safety

Risk Mitigation

•Controlled spinning emphasised throughout
•Clear movement boundaries established
•Apparatus rules strictly enforced
•Adult supervision during apparatus work
•Safe shoulder balance demonstration provided

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Monitor apparatus setup and pack away
•Watch for controlled movement during spins
•Ensure safe crawling during tunnel relay

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact school office if needed