Lesson 2 - Back & Shoulder Weight Bearing
Body Awareness & Weight Transfer
•Year 3
•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
How can we safely take our body weight on different parts of our body to create interesting movements and balances?
Learning Objectives
- To take body weight on back and shoulders, both in balance and in motion
- To perform gymnastics sequences with physical confidence
- To evaluate peers' work using correct technical language
Key Outcomes
- Students will demonstrate controlled weight-bearing on back and shoulders
- Students will create and perform a 6-move sequence with confidence
- Students will use gymnastics vocabulary to provide constructive feedback
Equipment & Resources Required
Scattered around hall for apparatus stations and floor work
Alternative: Carpet tiles or soft play mats
Set in straight lines on each side of the hall
Alternative: Hoops, bean bags, or tape marks
Various heights and surfaces for weight-bearing practice
Alternative: Benches, low boxes, or stepping stones
For timing warm-up activities and apparatus setup
Alternative: Mobile phone timer
For capturing performances and peer assessment evidence
Alternative: Mobile phone for recording
Key Vocabulary
When your feet are higher than your head, like in a shoulder stand
Supporting your body weight on different parts like hands, shoulders, or back
When both sides of your body do the same thing, creating a balanced shape
The movement that connects one balance or skill to another
A series of movements performed one after another in a set order
Stretching your body parts to create long, strong lines
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Simple balances on different body parts
- Following safety rules around apparatus
- Basic peer observation skills
Current Skills
- Weight-bearing on back and shoulders
- Creating movement sequences
- Inversion techniques
- Peer assessment using technical vocabulary
Next Steps
- More complex inversion skills like handstands
- Partner balancing activities
- Advanced sequence work with apparatus
- Leading warm-up activities
Milestone Indicators
Key Teaching Points
- Always emphasise weight on shoulders, never on neck during inversions
- Encourage controlled movements rather than rushing through skills
- Model positive feedback language using technical gymnastics vocabulary
- Maintain constant supervision during apparatus work with clear safety rules
- Celebrate effort and improvement alongside achievement
- Connect weight-bearing skills to real-life applications and body awareness
- Use peer assessment as a learning tool, not just evaluation
Common Misconceptions
- Students may think inversions require putting weight on the neck - correct this immediately
- Some may believe sequences must include difficult skills - emphasise quality over complexity
- Students might think feedback should only point out mistakes - teach positive, constructive approaches
- Some may assume apparatus work is more dangerous - show how proper technique makes it safe
- Students may think they need perfect technique before performing - encourage growth mindset
SEN Adaptations
ADHD
- Include regular movement breaks, provide clear structure with timers, offer leadership roles to maintain engagement
dyspraxia
- Break skills into smaller steps, provide additional practice time, use wall support for balance and confidence
autism spectrum
- Provide clear visual schedules, offer quiet spaces for breaks, use consistent routines and clear expectations
visual impairment
- Use verbal descriptions of all movements, tactile guidance for body positioning, and clear audio cues for timing
hearing impairment
- Provide visual demonstrations, written instruction cards, and clear visual signals for start/stop
physical disability
- Adapt inversions to seated positions, use wall support for balance work, modify apparatus height as needed
Cross-Curricular Links
English
Developing technical vocabulary, giving verbal feedback, following complex instructions, describing movements
Maths
Counting sequences, timing activities, identifying number patterns in warm-up, measuring angles in body positions
Science
Understanding forces and gravity during inversions, exploring balance and centre of gravity, body systems during exercise
PSHE
Building self-confidence through performance, developing resilience when learning challenging skills, supporting peers through encouragement
Teacher Guidance
Positioning
Move constantly around the class to provide individual feedback and ensure safety, particularly during apparatus work
Observation Focus
Watch for correct weight-bearing technique, safety awareness, and confidence levels during performances
Intervention Points
Step in immediately if unsafe techniques observed, provide encouragement for nervous students, offer technical guidance as needed
Demonstration Notes
Use clear, exaggerated movements when demonstrating skills. Show both correct and incorrect techniques where appropriate to highlight key teaching points
Verbal Cues
- •'Weight on shoulders, not neck!'
- •'Strong core, controlled movements!'
- •'Show me those pointed toes!'
- •'Remember your starting position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall with minimum 15m x 20m clear space for lesson activities
Surface Check
Clean, dry, non-slip surface with gymnastics mats positioned for floor work and apparatus
Equipment Safety
Safety Checks
- •Check all mats are in good condition with no rips or holes
- •Ensure apparatus is stable and appropriate height for age group
- •Verify adequate spacing between apparatus stations
Risk Management
Key Risks
- •Neck injury during inversions
- •Falls from apparatus
- •Collisions during travelling activities
- •Overexertion during weight-bearing skills
Risk Mitigation
- •Emphasise weight on shoulders, never on neck during inversions
- •Progressive skill building from floor to apparatus
- •Clear safety rules and constant supervision during apparatus work
- •Regular rest breaks and monitoring for fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during inversion practice
- •Circulate actively during apparatus work
- •Monitor individual students for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required