🤸

Lesson 2 - Creating Balances with Shapes

Movement Stories

•

Year 2

•

Gymnastics

•

Big Question

How can we use different body shapes to create strong, still balances that show control and creativity?

Learning Objectives

To use gymnastic shapes to create controlled balances
To plan and repeat simple sequences of balance actions
To demonstrate body tension and control when balancing

Key Outcomes

Students will perform balances using at least 3 different gymnastic shapes with control
Students will create and repeat a sequence of 3 linked balances
Students will demonstrate strong body tension and stillness for 5 seconds in each balance

Equipment & Resources Required

Gymnastics Mats

15 (one between two students)

Spread evenly around teaching area with walking space between each mat

Alternative: Carpet squares, yoga mats, or designated floor spaces

Whistles

Teacher carries for signalling freeze moments

Alternative: Hand claps, bell, or verbal signals

Key Vocabulary

Body Tension

Squeezing muscles to make them hard and strong for stability

Star Shape

Body stretched wide with arms and legs apart like a starfish

Pike Shape

Body folded in half with straight legs, like touching toes

Balance

Staying still and controlled in one position without falling

Sequence

A series of movements linked together in order

Body Parts

Different parts of our body we can balance on - hands, feet, bottom, back

Skill Progression Pathway

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

Prior Learning

Basic understanding of straight, tuck, star shapes from previous lesson
Ability to travel safely around equipment
Understanding of personal space and control

Current Skills

Using shapes to create balanced positions
Developing body tension for stability
Linking movements into simple sequences
Balancing on different body parts

Next Steps

Creating more complex balance sequences
Adding travelling movements between balances
Partner and group balance work
Using apparatus for elevated balances

Milestone Indicators

Holds balances still for full 5 seconds

Shows visible muscle tension and control

Links balances smoothly without falling

Can explain what makes a good balance

Key Teaching Points

Body tension is essential for stable balances - muscles must be 'squeezed hard'
Every balance should be held still for a full 5 seconds to show control
Shapes from previous learning can be modified to create new balance challenges
Sequences should flow smoothly from one balance to the next with good transitions
Partner work requires patience, clear communication and mutual support
Different levels (high, medium, low) add variety and interest to sequences
Safety comes first - students should work within their personal limits

Common Misconceptions

That balances are easy and don't require much effort - emphasise the skill and control needed
That wobbling is acceptable - stress the importance of stillness and control
That any position counts as a balance - clarify criteria for successful balances
That sequences are just separate balances - explain the importance of flow and transitions
That difficult balances are always better - emphasise control over complexity

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks and varied activities

dyspraxia

Give extra practice time for sequences, break down balances into smaller steps, provide additional demonstrations and support

autism spectrum

Provide clear routine and predictable structure, use visual schedule of activities, allow quiet processing time between activities

visual impairment

Use verbal descriptions of all shapes and balances, provide tactile guidance for body positioning, pair with sighted buddy for movement activities

hearing impairment

Use clear visual demonstrations for all instructions, develop hand signals for common commands, ensure visual contact before giving instructions

physical disability

Modify balances for seated or supported positions, use chair or wall support as needed, focus on achievable shapes and holds

Cross-Curricular Links

English

Following complex instructions, using descriptive vocabulary for body shapes, communicating clearly when teaching sequences

Maths

Counting 5-second holds, recognising and creating geometric shapes with bodies, sequencing numbers 1-6 for balance order

Science

Understanding muscle tension and body systems, exploring gravity and balance forces, investigating stability principles

PSHE

Building resilience when facing challenges, developing self-confidence through achievement, showing empathy and encouragement to partners

Teacher Guidance

Positioning

Move around perimeter of area during travelling activities, central position for demonstrations and discussions

Observation Focus

Watch for body tension application, balance control and duration, safe partner interactions, sequence memory and flow

Intervention Points

Step in if partner work becomes unsafe, provide support for students struggling with balance concepts, redirect if activities become too challenging

Demonstration Notes

Use clear, exaggerated demonstrations for all balances, emphasise contrast between loose and tense muscles, show progression from easy to challenging balances

Verbal Cues

•'Squeeze those muscles hard!'
•'Still as a statue!'
•'Hold it... 3, 4, 5!'
•'Flow from one balance to the next'
•'Strong body tension throughout'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m hall space, clear of obstacles with adequate ceiling height

Surface Check

Dry, non-slip surface free from hazards, mats checked for wear and positioned securely

Equipment Safety

Safety Checks

•Check mats are in good condition with no tears or damage
•Ensure mats lie flat with no curled edges
•Verify adequate padding thickness for balance work
•Position mats with safe spacing for movement between

Risk Management

Key Risks

•Falls from balances
•Collisions during travelling activities
•Overexertion attempting difficult balances
•Partner interactions during tension testing

Risk Mitigation

•Progressive skill building from simple to complex balances
•Clear boundaries for travelling activities
•Emphasis on working within personal limits
•Supervised partner work with safety guidelines

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during balance attempts
•Monitor partner activities closely for appropriate interaction
•Watch for signs of fatigue or frustration
•Intervene if students attempt balances beyond their capability

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if medical attention needed