Lesson 5 - Front and Back Supports
Balance & Flow Sequences
•Year 2
•Gymnastics
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How can we use our arms and hands to support our body weight in different positions?
Learning Objectives
- Form front and back supports with control and stability
- Demonstrate various ways of travelling into and out of supports
- Share apparatus and space safely with others
Key Outcomes
- Students will successfully perform front and back supports
- Students will show creative travelling movements into supports
- Students will demonstrate good sharing and turn-taking skills
Equipment & Resources Required
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
Key Vocabulary
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
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (crawling, rolling)
- Simple balances on different body parts
- Following safety rules with apparatus
Current Skills
- Front and back support positions
- Travelling into and out of supports
- Weight bearing on hands and arms
Next Steps
- Linking support movements into sequences
- Advanced travelling movements
- Partner work and group sequences
Milestone Indicators
Key Teaching Points
- Emphasise hand placement and arm strength in all support positions
- Progress gradually from floor work to apparatus challenges
- Maintain focus on safety throughout apparatus work
- Encourage creativity while maintaining control
- Develop peer assessment skills through structured observation
- Link travelling movements smoothly into support positions
- Build confidence through positive reinforcement and achievement
Common Misconceptions
- That speed is more important than control in gymnastics movements
- That all students must achieve the same level of difficulty
- That apparatus work is always dangerous
- That peer feedback should focus on what's wrong rather than improvement
- That front and back supports are only floor exercises
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular position checks
dyspraxia
- Simplified movement patterns, additional practice time, visual cues for positioning
autism spectrum
- Clear visual schedule of activities, quiet space available, consistent routines for apparatus
visual impairment
- Use tactile markers on apparatus, verbal descriptions of positions, buddy support system
hearing impairment
- Visual demonstrations, hand signals for instructions, written task cards
physical disability
- Modified support positions using walls or inclined surfaces, seated balance alternatives
Cross-Curricular Links
Maths
Counting contact points in balances, measuring distances for jumps, recognising shapes in body positions
Science
Understanding forces and support, gravity and balance, muscle strength and body systems
PSHE
Cooperation during apparatus setup, giving constructive feedback, building confidence through achievement
Teacher Guidance
Positioning
Stand where you can see all apparatus, rotate between groups regularly
Observation Focus
Watch for correct hand placement, body alignment, and apparatus safety
Intervention Points
Step in if students show signs of strain, unsafe apparatus use, or loss of control
Demonstration Notes
Always demonstrate on the floor first, then progress to apparatus. Emphasise safety at every stage.
Verbal Cues
- •'Strong arms!'
- •'Straight body line!'
- •'Control the movement!'
- •'Safety first!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m for apparatus work
Surface Check
Clean, dry, non-slip surface free from obstacles
Equipment Safety
Safety Checks
- •Check bench stability before use
- •Ensure mats are properly positioned under apparatus
- •Verify all apparatus connections are secure
Risk Management
Key Risks
- •Falls from apparatus
- •Wrist strain from weight bearing
- •Collisions during apparatus setup
Risk Mitigation
- •Proper warm-up focusing on wrists and shoulders
- •Progressive skill building from floor to apparatus
- •Clear apparatus rules and supervised setup
- •Adequate matting under all apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus simultaneously
- •Monitor wrist comfort during weight bearing
- •Watch for fatigue signs
Emergency Procedures
Stop activity immediately for any injury, assess and provide appropriate first aid