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Lesson 2 - Body Control and Core Strength

Core Strength Sequences

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Year 2

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Gymnastics

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45 min

Big Question

How can we use our core muscles to create strong, controlled body shapes?

Learning Objectives

Identify and engage core muscles to create controlled arch and dish shapes
Demonstrate body control through tight and loose muscle activities
Work collaboratively to move equipment using body control skills

Key Outcomes

Students will perform arch and dish shapes with correct technique for 3 seconds
Students will explain which muscles they use for body control
Students will successfully cooperate in group activities requiring coordination

Equipment & Resources Required

Hoops

1 per group (6-8 total)

One hoop ready for each group of 3-4 students

Alternative: Bean bags, small balls, or rolled towels

Gymnastics Mats

Sufficient for all students

Spread around activity area with safe spacing

Alternative: Carpeted area or clean floor space

Key Vocabulary

Core muscles

The strong muscles in your tummy and back that help control your body

Arch shape

A curved body position lying on tummy with arms and legs lifted

Dish shape

A curved body position lying on back with arms and legs lifted

Body control

Using your muscles to move and hold your body exactly how you want

Muscle tension

Making muscles tight and strong or loose and relaxed

Skill Progression Pathway

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

Prior Learning

Basic body awareness and positioning
Simple balancing activities
Following instructions and staying in personal space

Current Skills

Core muscle engagement and control
Arch and dish shape formation
Collaborative movement activities with equipment

Next Steps

Linking multiple gymnastics shapes in sequences
Advanced core strengthening exercises
Creating own movement patterns

Milestone Indicators

Can hold arch shape for 3+ seconds with straight limbs

Demonstrates clear difference between muscle tension states

Successfully coordinates with peers in group activities

Key Teaching Points

Emphasise quality over quantity in all shape holding
Connect muscle control to everyday activities children understand
Use positive reinforcement to build confidence with challenging positions
Encourage cooperation rather than competition in group activities
Make clear connections between physical sensations and muscle control concepts
Demonstrate patience when skills are challenging - progress takes time
Celebrate effort and improvement rather than just perfect technique

Common Misconceptions

Thinking they need to hold shapes until it hurts - teach appropriate muscle engagement
Believing faster movement is better - emphasise control over speed
Assuming they can't do it if not perfect first time - model growth mindset
Thinking strong muscles mean tight/tense everywhere - teach selective muscle engagement
Believing cooperation means doing exactly the same thing - teach supporting each other's learning

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, regular positive feedback and refocusing

dyspraxia

Break down movements into smaller steps, extra practice time, physical guidance for positioning

autism spectrum

Clear routine and predictable structure, visual sequence cards, quiet space available if needed

visual impairment

Use clear verbal descriptions of shapes, physical guidance for positioning, tactile feedback on muscle engagement

hearing impairment

Visual demonstrations with exaggerated movements, written instruction cards, hand signals for timing

physical disability

Adapt shapes for sitting or supported positions, focus on achievable muscle engagement, modified holding times

Cross-Curricular Links

English

Vocabulary development (arch, dish, core, control), descriptive language for movement, following and giving instructions

Maths

Counting seconds for timing, ordering shapes from simple to complex, measuring angles in body positions

Science

Learning about muscles and how they work, body systems and health, forces and movement

PSHE

Teamwork and cooperation skills, perseverance when facing challenges, celebrating others' achievements

Teacher Guidance

Positioning

Move around the outside of activity area for maximum visibility, position near groups needing most support

Observation Focus

Watch for correct muscle engagement, shape quality, and safe movement transitions

Intervention Points

Step in when technique is unsafe, when students are struggling with concepts, or when group dynamics need support

Demonstration Notes

Always demonstrate with exaggerated clarity, use students as positive examples when appropriate, show both correct and incorrect technique for comparison

Verbal Cues

•'Strong muscles!'
•'Hold it steady!'
•'Work together!'
•'Control your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 15m x 15m for safe movement

Surface Check

Clean, even floor suitable for floor work, non-slip surface essential

Equipment Safety

Safety Checks

•Check gymnastics mats are clean and properly positioned
•Ensure hoops are undamaged with no sharp edges
•Verify adequate spacing between groups

Risk Management

Key Risks

•Collision between students during movement
•Overexertion during shape holding
•Unsafe transitions to floor
•Equipment misuse (hoops thrown)

Risk Mitigation

•Clear boundaries and adequate spacing established
•Emphasise controlled movements throughout
•Monitor fatigue levels and allow rest breaks
•Demonstrate safe lowering to floor technique

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during floor work
•Move around during group activities to monitor cooperation
•Watch for signs of overexertion or frustration

Emergency Procedures

Stop activity immediately for any safety concerns, check student welfare, appropriate first aid if needed