🤸

Lesson 2 - Balancing with Points

Balance & Flow Sequences

•

Year 2

•

Gymnastics

•

Big Question

How can we create flowing sequences that combine balance, stretching and arching movements?

Learning Objectives

To demonstrate controlled balances on different body parts (points) whilst maintaining stretched positions
To create a flowing sequence that combines balancing, arching and stretching movements
To recognise and describe what successful movement looks like in self and others

Key Outcomes

Students will be able to hold balanced positions on various points of contact whilst stretching body parts
Students will create and perform a sequence of at least 3 different balances with smooth transitions
Students will assess their own and others' performances using appropriate gymnastics vocabulary

Equipment & Resources Required

Gymnastics Mats

1 per 2-3 students

Scattered around hall for personal space work

Alternative: Carpet squares or yoga mats for individual work

Apparatus

7 stations for group rotation

Set up around hall perimeter for circuit work

Alternative: Playground equipment or PE benches if gym apparatus unavailable

Large dice

For teacher use in final activity

Alternative: Number cards 1-6 or digital dice display

Stopwatch

For timing apparatus setup challenges

Alternative: Mobile phone timer or wall clock

Video Device

1 (tablet/phone)

For capturing peer assessment dialogues

Alternative: Paper observation sheets if recording not available

Key Vocabulary

Point balance

Balancing on specific body parts like hands, feet, knees, but not large surfaces like back or front

Arching

Curving the body like a bridge, with chest and hips pushed forward

Stretching

Extending body parts to create long, tense lines

Sequence

A series of movements performed one after another in flowing order

Flow

Smooth, continuous movement from one position to the next without stops

Contact points

The parts of your body touching the floor or apparatus

Skill Progression Pathway

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

Prior Learning

Basic static balances on different body parts
Understanding of body tension and control
Simple travelling movements and animal actions

Current Skills

Balancing on points whilst stretching specific body parts
Creating sequences with smooth transitions
Self and peer assessment using success criteria

Next Steps

Advanced sequences with apparatus incorporation
Complex weight transfer between balances
Partner and group balance work

Milestone Indicators

Holds point balances for 3+ seconds with clear stretching

Demonstrates smooth transitions between balance positions

Uses appropriate vocabulary to describe quality movement

Key Teaching Points

Point balances use specific body parts, not large surfaces like back or tummy
Stretching means creating long, tense lines with body parts while maintaining balance
Arching involves curving the body like a bridge with chest and hips forward
Sequences should flow smoothly from one position to the next without stopping
Contact points refer to the number of body parts touching the ground or apparatus
Good peer feedback is specific, positive and helpful for improvement
Safety rules during apparatus work are non-negotiable and must be followed always

Common Misconceptions

Thinking that faster sequences are better - quality and control are more important than speed
Believing that only difficult balances are good - simple balances performed perfectly are excellent
Assuming stretching means being loose - stretching requires strong muscle tension
Thinking apparatus work is about showing off - it's about controlled, creative exploration
Believing peer assessment means finding faults - it's about recognising and celebrating good work

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear boundaries and structure, include regular movement breaks

dyspraxia

Break down complex movements into smaller steps, provide extra practice time, use wall support for balances

autism spectrum

Provide clear visual schedule of lesson sections, allow processing time between activities, create quiet zone if overwhelmed

visual impairment

Use verbal descriptions of balance positions, provide tactile guidance for body positioning, pair with sighted buddy for apparatus work

hearing impairment

Use clear visual demonstrations, provide written instruction cards, use hand signals for dice numbers

physical disability

Adapt balance challenges to seated positions, use supported balance aids, modify apparatus heights as needed

Cross-Curricular Links

English

Descriptive vocabulary for movement quality, giving clear feedback to peers, following complex instructions

Maths

Counting contact points 1-6, understanding of symmetry in body shapes, time concepts (3-second holds)

Science

Understanding of balance and gravity, forces acting on the body, muscle tension and relaxation

PSHE

Working cooperatively with partners, showing resilience when challenges are difficult, celebrating others' success

Teacher Guidance

Positioning

Move around hall continuously, position for maximum visibility during apparatus work, central position for demonstrations

Observation Focus

Watch for quality of balance control, smooth sequence transitions, appropriate peer feedback, safe apparatus use

Intervention Points

Step in if unsafe apparatus use observed, support struggling students with balance attempts, redirect inappropriate peer feedback

Demonstration Notes

Use clear, exaggerated movements for visibility. Show both correct and incorrect examples. Involve students in demonstrations where appropriate.

Verbal Cues

•'Stretch those body parts long and strong!'
•'Make your balances rock-steady!'
•'Flow smoothly from one balance to the next!'
•'Show me sharp, clear body shapes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school hall or large gymnasium with minimum 15m x 12m clear space

Surface Check

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

Equipment Safety

Safety Checks

•Check mats are clean, flat and secure
•Ensure apparatus is stable and correctly assembled
•Verify adequate landing areas around apparatus
•Check dice has no sharp edges or cracks

Risk Management

Key Risks

•Falls from inverted balances or apparatus
•Collisions during movement activities
•Inappropriate apparatus use
•Strain from attempting advanced positions

Risk Mitigation

•Constant visual supervision of all activities
•Progressive skill building from simple to complex
•Clear apparatus safety rules and procedures
•Adequate spacing between students
•Appropriate groupings and differentiation

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around during apparatus work for close monitoring
•Pay particular attention to inverted balances
•Monitor peer interactions for appropriateness

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if medical attention required