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Lesson 2 - Back & Shoulder Weight Bearing

Body Awareness & Weight Transfer

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Year 3

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Gymnastics

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Big Question

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

Gymnastics Mats

15-20 mats

Scattered around hall for apparatus stations and floor work

Alternative: Carpet tiles or soft play mats

Mats

10 spots (5 each side)

Set in straight lines on each side of the hall

Alternative: Hoops, bean bags, or tape marks

Apparatus

6-8 pieces

Various heights and surfaces for weight-bearing practice

Alternative: Benches, low boxes, or stepping stones

Stopwatch

For timing warm-up activities and apparatus setup

Alternative: Mobile phone timer

Digital Cameras

For capturing performances and peer assessment evidence

Alternative: Mobile phone for recording

Key Vocabulary

Inversion

When your feet are higher than your head, like in a shoulder stand

Weight-bearing

Supporting your body weight on different parts like hands, shoulders, or back

Symmetry

When both sides of your body do the same thing, creating a balanced shape

Transition

The movement that connects one balance or skill to another

Sequence

A series of movements performed one after another in a set order

Extension

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

Can hold a shoulder stand for 3+ seconds

Demonstrates controlled entry and exit from inversions

Uses at least 3 technical terms when giving feedback

Shows confidence performing in front of peers

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