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Lesson 7 - Body Weight on Hands

Movement Stories

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Year 2

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Gymnastics

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1h 3min

Big Question

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

Cones

Spread evenly around teaching area, half pointing up (dishes), half pointing down (domes)

Alternative: Bean bags, markers, small equipment

Hoops

30 (1 per student)

Initially stored at side, distributed during skill development

Alternative: Chalk circles, rope circles, marked spaces on floor

Key Vocabulary

Body weight

Supporting your entire body using specific body parts, especially hands

Body tension

Tightening muscles to create a strong, controlled body shape

Sequence

A series of movements performed one after another in a planned order

Bunny hop

Moving by placing hands first, then jumping feet to follow

Crab position

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

Students can hold crab position for 5 seconds with hips high

Students demonstrate clear hands-first bunny hop progression

Students create sequences with identifiable beginning, middle, and end

Students can describe muscle engagement during activities

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