Lesson 2 - Body Control and Core Strength
Core Strength Sequences
•Year 2
•Gymnastics
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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
One hoop ready for each group of 3-4 students
Alternative: Bean bags, small balls, or rolled towels
Spread around activity area with safe spacing
Alternative: Carpeted area or clean floor space
Key Vocabulary
The strong muscles in your tummy and back that help control your body
A curved body position lying on tummy with arms and legs lifted
A curved body position lying on back with arms and legs lifted
Using your muscles to move and hold your body exactly how you want
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
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