Lesson 2 - Balancing with Points
Balance & Flow Sequences
•Year 2
•Gymnastics
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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
Scattered around hall for personal space work
Alternative: Carpet squares or yoga mats for individual work
Set up around hall perimeter for circuit work
Alternative: Playground equipment or PE benches if gym apparatus unavailable
For teacher use in final activity
Alternative: Number cards 1-6 or digital dice display
For timing apparatus setup challenges
Alternative: Mobile phone timer or wall clock
For capturing peer assessment dialogues
Alternative: Paper observation sheets if recording not available
Key Vocabulary
Balancing on specific body parts like hands, feet, knees, but not large surfaces like back or front
Curving the body like a bridge, with chest and hips pushed forward
Extending body parts to create long, tense lines
A series of movements performed one after another in flowing order
Smooth, continuous movement from one position to the next without stops
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
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