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Lesson 3 - Twisting and Balance Control

Partner Control Basics

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Year 2

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Gymnastics

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Big Question

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

Gymnastics Mats

Various (benches, boxes, tables)

Spread around apparatus stations

Alternative: Yoga mats, carpet tiles for individual work

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer, wall clock

Video Device

1 (optional)

For assessment evidence and student reflection

Alternative: Tablet, phone for recording sequences

Key Vocabulary

Twist

To turn or rotate the body around its central axis

Point of contact

The part of the body touching the floor or apparatus

Balance

Holding a steady position where the body is still and controlled

Sequence

A series of connected movements performed one after another

Fluent

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

Smooth transitions between movements

Clear twisting actions visible

Confident apparatus work

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