Lesson 1 - Balances and Spins on Body Patches
Partner Control Basics
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
Can you create a sequence combining balances and spins on different body patches?
Learning Objectives
- To demonstrate agility, balance and coordination through controlled movement
- To recognise what success looks like in self and others
- To devise and perform a sequence of balances and spins on different body patches
Key Outcomes
- Students will demonstrate controlled balances on front, back and bottom patches
- Students will perform spinning movements on different body patches
- Students will create and refine a 6-move sequence combining balances and spins
- Students will assess their own and others' performances effectively
Equipment & Resources Required
Spaced around hall with clear pathways between
Alternative: Carpeted area or soft surface
Central pile for warm-up activity
Alternative: Soft balls, foam cubes
Upturned in circle around bean bags
Alternative: Markers, hoops
Set up as stations around the hall
Alternative: Any stable, low-level apparatus available
For timing apparatus setup challenges
Alternative: Phone timer, classroom clock
Key Vocabulary
Different parts of the body used for balancing - front (tummy), back, and bottom
Both sides of the body doing the same thing
Two sides of the body doing different things
A series of movements performed in order
Partners helping each other balance by pulling against each other
Moving smoothly from one position to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balancing on different body parts
- Simple rolling and spinning movements
- Following safety rules with apparatus
Current Skills
- Controlled balancing on front, back and bottom patches
- Spinning movements with symmetry and asymmetry
- Transitioning between movements smoothly
- Creating and remembering sequences
Next Steps
- More complex gymnastic sequences
- Balancing with reduced points of contact
- Partner balancing and counter-balances
- Advanced apparatus work with twists and jumps
Milestone Indicators
Key Teaching Points
- Safety rules are non-negotiable and must be reinforced throughout
- Control is more important than speed in all balancing and spinning movements
- Encourage creativity within safe boundaries, especially in sequence creation
- Use positive reinforcement to build confidence in challenging movements
- Emphasise the journey of learning rather than perfect outcomes
- Peer support and encouragement create a positive learning environment
- Progressive skill building from floor work to apparatus ensures safety and success
Common Misconceptions
- Children may think faster spinning is better - emphasise control over speed
- Some may believe they can't do gymnastics if they're not naturally flexible - show that practice develops skills
- Apparatus work might seem scary - build confidence through progressive challenges
- Symmetrical and asymmetrical concepts may be confused - use clear visual examples
- Partner work might lead to competition rather than cooperation - model supportive behaviour
- Self-assessment may be too critical or too generous - guide honest reflection
SEN Adaptations
ADHD
- Shorter activity segments with clear focus, movement breaks built into structure, clear boundaries and expectations, positive reinforcement for sustained attention
dyspraxia
- Extra practice time for skill development, simplified movement patterns initially, visual and kinesthetic teaching approaches, celebration of effort over outcome
autism spectrum
- Clear routine structure with visual schedule, quiet practice spaces available, predictable equipment layout, advance warning of activity changes
visual impairment
- Clear verbal descriptions of all movements, tactile guidance for apparatus setup, buddy system for navigation, high contrast equipment where possible
hearing impairment
- Visual demonstrations for all instructions, written cards with key vocabulary, vibration signals for stop commands, clear sightlines to teacher
physical disability
- Modified balances using chairs or supports, adapted spinning movements for wheelchair users, alternative apparatus at appropriate heights, peer assistance where helpful
Cross-Curricular Links
English
Following instructions, learning new vocabulary, descriptive language for movement, communication during partner work
Science
Understanding forces and motion, balance and stability, body systems during exercise, cause and effect in movement
Art
Creating body shapes and patterns, understanding symmetry and asymmetry, spatial awareness and design
Mathematics
Counting sequences, recognising symmetrical patterns, understanding 360-degree rotations, timing and measurement
PSHE
Building confidence, working cooperatively, giving and receiving feedback, perseverance and resilience
Teacher Guidance
Positioning
Central position during warm-up and instructions, move between groups during apparatus work, corner position for sequence observations
Observation Focus
Look for control in movements, safe apparatus use, effective peer interactions, and progressive skill development
Intervention Points
Step in if safety rules are broken, if students need technique support, or if equipment needs adjusting
Demonstration Notes
Use clear, exaggerated movements for visibility, involve confident students in demonstrations, show both correct technique and common errors for contrast
Verbal Cues
- •'Control the movement!'
- •'Show me your statue stillness!'
- •'Safety first, skills second!'
- •'Work with your partner, not against them!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 10m x 15m with adequate height for jumping activities
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All mats laid flat without wrinkles or tears
- •Apparatus checked for stability before use
- •Bean bags and cones inspected for damage
- •Apparatus stored safely when not in use
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during movement activities
- •Overexertion during spinning movements
- •Injuries from incorrect lifting of apparatus
Risk Mitigation
- •Progressive skill building from floor to apparatus
- •Clear safety rules established and reinforced
- •Adequate spacing maintained between students
- •Immediate stop signals practiced and enforced
- •Teacher positioning for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus stations clearly
- •Move between groups during apparatus work
- •Monitor partner work closely for safety
- •Watch for signs of fatigue or loss of control
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact office if serious injury occurs