Balance & Flow Sequences
•Year 2
•Gymnastics
•Position around hall perimeter for circuit work
Alternative: Low tables or sturdy platforms
Place beside benches and in floor area
Alternative: Crash mats or thick exercise mats
For concluding balance activity
Alternative: Number cards 1-6
Mark apparatus group gathering points
Alternative: Spots or markers
For timing apparatus setup challenges
Alternative: Phone timer or class timer
A position where you support your body weight on your hands with body straight
Supporting your body weight on your hands behind you, like a crab
Using your arms and hands to hold up your body
Moving from one place to another in different ways
A balance where you hold your body still using your arms
Understanding where pupils are coming from and where they're going
Counting contact points in balances, measuring distances for jumps, recognising shapes in body positions
Understanding forces and support, gravity and balance, muscle strength and body systems
Cooperation during apparatus setup, giving constructive feedback, building confidence through achievement
Stand where you can see all apparatus, rotate between groups regularly
Watch for correct hand placement, body alignment, and apparatus safety
Step in if students show signs of strain, unsafe apparatus use, or loss of control
Always demonstrate on the floor first, then progress to apparatus. Emphasise safety at every stage.
Large hall space minimum 15m x 10m for apparatus work
Clean, dry, non-slip surface free from obstacles
Stop activity immediately for any injury, assess and provide appropriate first aid
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