🤸

Lesson 3 - Back Support and Crab Actions

Core Strength Sequences

•

Year 2

•

Gymnastics

•

52 min

Big Question

How can we use our whole body strength to create bridges and move like animals?

Learning Objectives

To perform a back support showing flexibility and body control
To travel over, under and through partner's shapes using various movements
To combine shapes and actions into a simple sequence

Key Outcomes

Students will demonstrate a controlled back support position
Students will travel safely using sliding, jumping and rolling actions
Students will combine three different shapes in a flowing sequence

Equipment & Resources Required

Gymnastics Mats

1 per 2 students (15)

Spread evenly around the hall with 2m gaps between each mat

Alternative: Carpet tiles or soft surface area

Cones

6-8

Mark point A and point B for crab walking races

Alternative: Bean bags, hoops as markers

Music Player

Quiet background music for sequence practice

Alternative: None needed if unavailable

Key Vocabulary

Back support

A position where you take weight on hands and feet with bottom lifted, facing upwards

Crab walk

Moving in back support position by stepping hands and feet

Body tension

Tight muscles throughout the body to create strong, controlled shapes

Bridge shape

Any position where another person can travel under or over your body

Sequence

A series of movements or shapes performed one after another

Skill Progression Pathway

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

Prior Learning

Can hold basic static shapes like dish and arch
Can perform front support position
Can travel using basic movements like rolling and jumping

Current Skills

Back support position with body tension
Crab walking movements
Combining shapes into sequences

Next Steps

Advanced bridging positions
Travelling through and around apparatus
Partner balancing and counter-balancing

Milestone Indicators

Maintains back support for 5 seconds with straight body line

Travels in crab position for 3 metres

Combines 3 shapes smoothly without pause

Key Teaching Points

Back support requires fingers pointing forward and strong arm/leg extension
Body tension is essential for maintaining shapes and preventing collapse
Crab walking should maintain hip height while moving
Transitions between shapes must be controlled and purposeful
Sequences need clear start and finish positions
Safety comes before speed or complexity in all activities
Positive encouragement builds confidence for challenging positions

Common Misconceptions

That back support is easier than front support - explain both require significant strength
That moving fast in crab position is better - emphasise control over speed
That flexibility alone creates good shapes - explain importance of strength and tension
That gymnastics is only for naturally flexible students - demonstrate how practice improves all abilities
That it doesn't matter which way fingers point - explain biomechanical importance for safety

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear visual boundaries, immediate positive feedback, simplified instructions

dyspraxia

Break down movements into smaller steps, extra practice time, use of visual cues and demonstrations, simplified sequences

autism spectrum

Clear routine and structure, visual sequence cards, quiet practice space available, advance warning of changes

visual impairment

Clear verbal descriptions of positions, tactile guidance for hand placement, partner support for spatial awareness

hearing impairment

Visual demonstrations with exaggerated movements, hand signals for start/stop, written sequence cards

physical disability

Modified positions using chairs or walls for support, focus on achievable shapes, adapted equipment where needed

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for movement, following and giving instructions

Maths

Counting sequences and timing, measuring distances for crab races, angles and shapes in body positions

Science

Forces and weight distribution, muscle groups and how they work, balance and gravity

PSHE

Perseverance and resilience, supporting others, celebrating personal achievements

Teacher Guidance

Positioning

Stand where all students can see demonstrations, move around during practice to check individual technique

Observation Focus

Watch for correct hand placement, hip height in back support, controlled movements during transitions

Intervention Points

Step in if students showing poor technique that could lead to injury, when students struggling with basic positions

Demonstration Notes

Use slow, exaggerated movements for teaching, show common mistakes and corrections, demonstrate from side view for best visibility

Verbal Cues

•'Push the floor away with your hands!'
•'Hips up high like a mountain!'
•'Strong arms, strong legs!'
•'Fingers pointing forward!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear area, non-slip surface essential

Surface Check

Clean, dry floor free from splinters or sharp edges, mats checked for tears

Equipment Safety

Safety Checks

•Mats flat and secure, no curled edges
•Cones positioned outside movement area
•Check personal items removed (jewellery, glasses)

Risk Management

Key Risks

•Wrist strain from weight bearing
•Falls from unstable positions
•Fatigue leading to poor technique
•Collisions during movement activities

Risk Mitigation

•Progressive skill building from static to moving positions
•Regular rest breaks during weight-bearing activities
•Clear spacing between students during all activities
•Constant monitoring of technique and fatigue levels

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during weight-bearing activities
•Move closer during back support attempts
•Watch for signs of wrist discomfort or strain

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, do not move student if back/neck injury suspected