Lesson 3 - Twisting and Balance Control
Partner Control Basics
•Year 2
•Gymnastics
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How can we use twisting movements to create smooth and controlled gymnastics sequences?
Learning Objectives
- To change points of contact in balances using twisting movements
- To perform controlled twisting movements both in motion and in balance
- To create and perform a fluent sequence showing variety and control
Key Outcomes
- Students will demonstrate controlled twisting movements in motion and balance
- Students will perform sequences with clear changes in points of contact
- Students will show improved confidence and self-motivation in their performances
Equipment & Resources Required
Spread around apparatus stations
Alternative: Yoga mats, carpet tiles for individual work
For timing apparatus setup challenges
Alternative: Phone timer, wall clock
For assessment evidence and student reflection
Alternative: Tablet, phone for recording sequences
Key Vocabulary
To turn or rotate the body around its central axis
The part of the body touching the floor or apparatus
Holding a steady position where the body is still and controlled
A series of connected movements performed one after another
Smooth and controlled movement with good flow between actions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance positions
- Simple rolling movements
- Basic apparatus handling skills
Current Skills
- Twisting movements in motion and balance
- Changing points of contact in balances
- Creating controlled sequences
Next Steps
- Complex sequence construction
- Advanced twisting combinations
- Group sequence work
Milestone Indicators
Key Teaching Points
- Twisting movements should be slow and controlled for maximum effect
- Emphasise the difference between twisting in motion and twisting in balance
- Sequences should flow smoothly with clear connections between movements
- Apparatus safety rules must be consistently enforced
- Encourage students to show confidence and self-motivation in their work
- Use peer assessment to develop observation and feedback skills
- Celebrate variety and creativity in movement interpretation
Common Misconceptions
- Students may think faster twisting is better - emphasise control over speed
- Some may believe they need complex movements - simple, clear twisting is more effective
- Students might rush sequences - stress the importance of fluent, connected movements
- May think apparatus work is just about height - focus on quality of movement
- Some may avoid attempting movements - build confidence through progressive challenges
SEN Adaptations
ADHD
- Short, clear instructions, regular movement breaks, immediate positive feedback
dyspraxia
- Slower demonstration pace, break down movements into smaller steps, allow extra practice time
autism spectrum
- Clear routine structure, visual sequence cards, quiet space available if overwhelmed
visual impairment
- Clear verbal descriptions of movements, tactile demonstrations, buddy support for spatial awareness
hearing impairment
- Visual demonstrations, hand signals for instructions, written sequence cards
physical disability
- Seated or supported versions of twisting, adapted apparatus heights, modified balance positions
Cross-Curricular Links
Maths
Counting movements in sequences, understanding angles in twisting, timing balances
Science
Forces in balance, body systems during exercise, understanding rotation and movement
Geography
Pathways and directions, spatial awareness, mapping movement patterns
PSHE
Building confidence, working cooperatively, showing respect for others' efforts
Teacher Guidance
Positioning
Move around the hall to observe all students, focus on apparatus areas during equipment work
Observation Focus
Watch for twisting clarity, sequence control, confidence levels, and apparatus safety
Intervention Points
Step in for unsafe apparatus use, unclear skill demonstration, or lack of engagement
Demonstration Notes
Use exaggerated movements to show twisting clearly, model confidence in performance, show variety in levels and speeds
Verbal Cues
- •'Twist slowly and controlled'
- •'Hold that balance for 3 seconds'
- •'Make your sequence flow smoothly'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m for apparatus and movement
Surface Check
Non-slip surface clear of obstacles, mats positioned under apparatus
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are flat and positioned correctly
- •Maximum 4-5 students per apparatus station
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during movement activities
- •Apparatus handling injuries
Risk Mitigation
- •Supervised apparatus setup and pack away
- •Clear safety rules consistently enforced
- •Progressive skill building from floor to apparatus
- •Adequate spacing during all activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus
- •Monitor apparatus areas closely
- •Intervene immediately for unsafe practices
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, clear route for emergency services if needed