Lesson 4 - Spinning and Balancing on Points
Creative Body Shapes and Partner Gymnastics
•Year 1
•Gymnastics
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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
Spread evenly around activity space
Alternative: Soft flooring area, carpet squares
Set up apparatus stations around the hall perimeter
Alternative: Benches, low boxes, balance beams
Keep accessible for timing activities
Alternative: Wall clock with second hand, tablet timer
For recording assessment evidence
Alternative: Phone camera, video recorder
Define boundaries and apparatus group areas
Alternative: Bean bags, spots
Key Vocabulary
Any parts of the body apart from front, back and bottom - includes hands, knees, feet, forearms
Rotating around a fixed point while maintaining body control
When both sides of the body are the same or mirror each other
When the two sides of the body are different from each other
A series of movements linked together in order
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
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