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Lesson 4 - Spinning and Balancing on Points

Creative Body Shapes and Partner Gymnastics

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Year 1

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Gymnastics

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45 min

Big Question

How can we create exciting sequences by spinning and balancing on different points of our body?

Learning Objectives

To spin at different levels using points of the body as contact with the floor
To perform a sequence combining spins and balances on points with symmetrical and asymmetrical shapes
To demonstrate agility, balance and coordination through controlled movements

Key Outcomes

Students will be able to identify and use different points of the body for spinning and balancing
Students will create and perform a sequence that combines spinning and balancing movements
Students will demonstrate improved body control and coordination through their movements

Equipment & Resources Required

Mats

1 per 5 students

Spread evenly around activity space

Alternative: Soft flooring area, carpet squares

Gymnastics Mats

6-8 stations

Set up apparatus stations around the hall perimeter

Alternative: Benches, low boxes, balance beams

Stopwatch

Keep accessible for timing activities

Alternative: Wall clock with second hand, tablet timer

Digital Cameras

For recording assessment evidence

Alternative: Phone camera, video recorder

Cones

8-12

Define boundaries and apparatus group areas

Alternative: Bean bags, spots

Key Vocabulary

Points

Any parts of the body apart from front, back and bottom - includes hands, knees, feet, forearms

Spinning

Rotating around a fixed point while maintaining body control

Symmetrical

When both sides of the body are the same or mirror each other

Asymmetrical

When the two sides of the body are different from each other

Sequence

A series of movements linked together in order

Front support

A balance position with hands on floor, body straight, weight on hands and toes

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple balancing on large body parts
Following simple movement instructions
Basic understanding of symmetrical shapes

Current Skills

Identifying and using points of the body
Spinning on various points with control
Creating sequences with mixed shapes
Linking movements together smoothly

Next Steps

Creating longer, more complex sequences
Adding dynamic changes in speed and direction
Incorporating apparatus into spinning movements
Developing partner and group sequence work

Milestone Indicators

Can spin for 3 seconds maintaining balance

Shows clear difference between symmetrical and asymmetrical shapes

Links 3-4 movements together smoothly

Demonstrates control during transitions between movements

Key Teaching Points

Points are body parts except front, back, and bottom - emphasise hands, knees, feet, forearms
Control is more important than speed in all spinning and balancing movements
Symmetrical shapes have matching sides, asymmetrical shapes have different sides
Sequences should flow smoothly from one movement to the next with held positions
Apparatus safety rules must be followed consistently - no running, carry in pairs, proper procedures
Self-assessment and reflection help students understand their own learning progress
Creative exploration should be encouraged while maintaining safety standards

Common Misconceptions

That spinning means moving as fast as possible - emphasise control over speed
That balances don't need to be held - establish 3-second minimum hold time
That all body parts are 'points' - clarify exclusion of front, back, bottom
That sequences are just separate movements - teach smooth linking and flow
That apparatus work is less important than floor work - emphasise equal value
That self-assessment isn't important - model thoughtful reflection processes

SEN Adaptations

ADHD

Clear boundaries marked, regular movement breaks built in, specific roles and responsibilities, praise for sustained attention

dyspraxia

Break movements into smaller steps, additional practice time, use of visual cues, simplified sequences initially

autism spectrum

Clear visual sequence cards, consistent routines, quiet space available if needed, advance warning of changes

visual impairment

Clear verbal descriptions of all movements, physical guidance for positioning, consistent spatial layout

hearing impairment

Visual demonstrations essential, use of visual cues and hand signals, written instruction cards

physical disability

Adapted movements focusing on available body parts, seated variations where appropriate, modified apparatus height

Cross-Curricular Links

Maths

Counting to 3 for balance holds, understanding symmetry and asymmetry, recognising patterns in sequences

Science

Forces and balance, gravity effects on spinning movements, body systems working during exercise

Art

Creating shapes with the body, understanding symmetry in design, creative expression through movement

PSHE

Self-confidence, perseverance when learning difficult skills, cooperation during group activities

Teacher Guidance

Positioning

Central position for demonstrations, then circulate to observe and support individual students, maintain clear view of all apparatus stations

Observation Focus

Look for controlled spinning movements, held balances, understanding of symmetry concepts, safe apparatus use

Intervention Points

Step in if students attempt unsafe movements, provide support for struggling learners, redirect overconfident students

Demonstration Notes

Always demonstrate movements slowly first, show common mistakes to avoid, use students as positive examples when appropriate

Verbal Cues

•'Slow and controlled movements'
•'Hold your balance for 3 seconds'
•'Use your points for spinning'
•'Show me symmetrical then asymmetrical'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned to cushion landings
•Apparatus carried by pairs following safety rules
•No damaged or unsafe equipment used

Risk Management

Key Risks

•Collisions during spinning movements
•Falls during balancing attempts
•Apparatus-related injuries
•Overconfidence leading to dangerous attempts

Risk Mitigation

•Adequate personal space for all spinning movements
•Progressive skill building from simple to complex
•Clear apparatus safety rules established and enforced
•Teacher supervision and intervention when needed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Circulate to monitor individual progress and safety
•Be ready to intervene if unsafe practices observed
•Ensure apparatus rules consistently followed

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, remove student from activity if needed