Lesson 1 - Balancing and Spinning on Patches
Creative Body Shapes and Partner Gymnastics
•Year 1
•Gymnastics
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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
Spread around hall for floor work and apparatus areas
Alternative: Carpet squares or soft surface areas
For timing apparatus setup and balance holds
Alternative: Phone timer or wall clock
Mark defined areas for warm-up game
Alternative: Bean bags or tape marks
Key Vocabulary
Large parts of the body used for balancing - front, back, side, bottom
When both sides of the body match - same shape on left and right
Turning movement that is slow and deliberate, not rushed
Balancing on hands and feet with body straight like a plank
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
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