Lesson 7 - Body Weight on Hands
Movement Stories
•Year 2
•Gymnastics
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How can we use our hands as strong bases to support our whole body weight?
Learning Objectives
- To develop strength and take body weight on hands
- To travel effectively using hands and feet in different combinations
- To create and perform controlled sequences linking multiple gymnastics actions
Key Outcomes
- Students will demonstrate improved upper body strength through hand weight-bearing activities
- Students will travel confidently on hands and feet using various movements
- Students will create and perform a three-part sequence with control and quality
Equipment & Resources Required
Spread evenly around teaching area, half pointing up (dishes), half pointing down (domes)
Alternative: Bean bags, markers, small equipment
Initially stored at side, distributed during skill development
Alternative: Chalk circles, rope circles, marked spaces on floor
Key Vocabulary
Supporting your entire body using specific body parts, especially hands
Tightening muscles to create a strong, controlled body shape
A series of movements performed one after another in a planned order
Moving by placing hands first, then jumping feet to follow
Moving on hands and feet with stomach facing up, bottom off the ground
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance on different body parts
- Simple travelling actions (walking, running, jumping)
- Understanding of body tension and control
- Following simple instructions and rules
Current Skills
- Taking partial and full body weight on hands
- Travelling in crab and bear positions
- Creating controlled sequences with clear start and finish
- Bunny hopping with hands-first progression
Next Steps
- Developing into handstands and cartwheels
- Creating longer sequences with more complex transitions
- Partner work and group sequences
- Using apparatus for advanced weight-bearing skills
Milestone Indicators
Key Teaching Points
- Hands must lead in bunny hop - never feet first
- Crab position requires active muscle engagement - bottom never touches floor
- Sequences should flow smoothly - avoid stopping between elements
- Body tension is crucial for all balances - teach active muscle squeezing
- Quality over quantity - better to do fewer repetitions with good technique
- Progressive strength building - don't expect full weight-bearing immediately
- Encourage effort and improvement rather than comparison between students
Common Misconceptions
- That bunny hopping is just jumping - emphasise hands-first technique
- That crab position is just sitting up - stress active lifting and strength
- That sequences can be rushed - emphasise control and flow
- That strength activities are only for naturally strong students - show how everyone can improve
- That hand weight-bearing is dangerous - demonstrate safe progression and technique
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, movement breaks between challenges, immediate positive feedback
dyspraxia
- Simplified movement patterns initially, extra practice time, larger equipment for easier targeting
autism spectrum
- Clear structure with visual sequence cards, predictable routine, quiet space available if overwhelmed
visual impairment
- Clear verbal descriptions of all movements, tactile guidance for hand positioning, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of all skills, written instruction cards, clear visual signals for start/stop
physical disability
- Modified positions allowing chair support, adapted balance challenges, alternative travelling methods
Cross-Curricular Links
English
Following complex instructions, descriptive vocabulary for movement quality, sequencing language (first, then, finally)
Maths
Counting seconds for balance holds, spatial awareness in sequences, patterns in movement, measuring distances in travelling
Science
Understanding how muscles work and get stronger, forces and support in body weight activities, balance and stability concepts
PSHE
Perseverance through challenging activities, supporting and encouraging others, celebrating personal achievement and effort
Teacher Guidance
Positioning
Move around the area constantly during activities, position for clear view of all students during demonstrations
Observation Focus
Watch for proper hand placement, hip height in crab position, controlled transitions in sequences
Intervention Points
Step in immediately for unsafe technique, provide individual support for struggling students, manage team game fairly
Demonstration Notes
Always demonstrate at student eye level, use exaggerated movements to show key points, involve students in demonstrations where appropriate
Verbal Cues
- •'Squeeze those stomach muscles!'
- •'Hands first, then feet!'
- •'Keep your bottom off the floor!'
- •'Flow like water between movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space with clear boundaries and adequate height clearance
Surface Check
Non-slip floor surface, free from hazards, appropriate for hand weight-bearing activities
Equipment Safety
Safety Checks
- •Check hoops for cracks or sharp edges
- •Ensure cones are stable and undamaged
- •Adequate spacing of equipment to prevent collisions
Risk Management
Key Risks
- •Wrist or shoulder strain from hand weight-bearing
- •Collisions during travelling activities
- •Falls from losing balance during sequences
- •Overexertion leading to muscle fatigue
Risk Mitigation
- •Progressive warm-up before hand weight-bearing activities
- •Clear boundaries and adequate spacing between students
- •Emphasis on controlled movements rather than speed
- •Regular technique checks and corrections
- •Built-in rest periods during intense activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during hand activities
- •Monitor for signs of fatigue or strain
- •Immediate intervention for unsafe technique
- •Extra attention during team game for collision prevention
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact school medical support if needed