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Lesson 1 - Balances and Spins on Body Patches

Partner Control Basics

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Year 2

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Gymnastics

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1h 24min

Big Question

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

Gymnastics Mats

1 per 2-3 students

Spaced around hall with clear pathways between

Alternative: Carpeted area or soft surface

Balls

Central pile for warm-up activity

Alternative: Soft balls, foam cubes

Cones

Upturned in circle around bean bags

Alternative: Markers, hoops

Small Apparatus

Various (benches, tables, mats)

Set up as stations around the hall

Alternative: Any stable, low-level apparatus available

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer, classroom clock

Key Vocabulary

Patches

Different parts of the body used for balancing - front (tummy), back, and bottom

Symmetrical

Both sides of the body doing the same thing

Asymmetrical

Two sides of the body doing different things

Sequence

A series of movements performed in order

Counter-balance

Partners helping each other balance by pulling against each other

Transition

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

Maintains balance for 3+ seconds on each patch

Demonstrates both symmetrical and asymmetrical movements

Performs sequence without stopping or losing control

Shows clear beginning, middle and end to sequence

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