Lesson 3 - Back Support and Crab Actions
Core Strength Sequences
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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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
Spread evenly around the hall with 2m gaps between each mat
Alternative: Carpet tiles or soft surface area
Mark point A and point B for crab walking races
Alternative: Bean bags, hoops as markers
Quiet background music for sequence practice
Alternative: None needed if unavailable
Key Vocabulary
A position where you take weight on hands and feet with bottom lifted, facing upwards
Moving in back support position by stepping hands and feet
Tight muscles throughout the body to create strong, controlled shapes
Any position where another person can travel under or over your body
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
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