Lesson 1 - Patches, Balances and Body Shapes
Body Awareness & Weight Transfer
•Year 3
•Gymnastics
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How can we create beautiful patterns with our bodies using different patches and shapes?
Learning Objectives
- To develop the ability to take weight on different body patches
- To create clear symmetrical and asymmetrical shapes in balances
- To understand the difference between symmetrical and asymmetrical body positions
Key Outcomes
- Students will demonstrate controlled weight-bearing on patches with clear body shapes
- Students will create smooth sequences combining balances and spins
- Students will show understanding of symmetry and asymmetry through body positioning
Equipment & Resources Required
Spread evenly around hall for floor work
Alternative: Crash mats or carpet tiles for floor work
Set up 6-8 stations around the hall perimeter
Alternative: Benches, low boxes, balance beams
For timing apparatus setup
Alternative: Phone timer or wall clock
Ready for filming good examples
Alternative: Phone camera for recording
To show symmetrical/asymmetrical examples
Alternative: Large paper for demonstration
Key Vocabulary
Large areas of the body used for weight-bearing - bottom, back, front
When both sides of the body match exactly like a mirror image
When the two sides of the body are different and don't match
Tightening muscles to hold a shape firmly and clearly
The smooth movement from one position to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance skills on feet
- Understanding of body shapes
- Simple rolling movements
Current Skills
- Weight-bearing on large body patches
- Creating symmetrical and asymmetrical balances
- Spinning on patches with control
Next Steps
- Balancing on smaller body parts
- Complex sequence work with apparatus
- Partner balancing activities
Milestone Indicators
Key Teaching Points
- Body patches are large areas - bottom, back, front (tummy)
- Symmetrical means both sides exactly the same
- Asymmetrical means both sides deliberately different
- Tension in muscles makes balances strong and clear
- Spins should be controlled, not wild or fast
- Smooth transitions connect movements beautifully
- Safety rules with apparatus prevent accidents
Common Misconceptions
- Thinking patches are small body parts instead of large areas
- Believing asymmetrical means unbalanced or wobbly rather than deliberately different sides
- Assuming faster spins are better than controlled ones
- Thinking balances don't need muscle tension to be effective
- Believing apparatus work is just for showing off rather than skill development
SEN Adaptations
ADHD
- Use shorter activity bursts, clear boundaries and rules, movement breaks between sections, immediate feedback and rewards
dyspraxia
- Break down sequences into smaller steps, provide extra practice time, use verbal cues with movements, allow for different learning pace
autism spectrum
- Provide clear structure and routine, visual sequence cards, quiet practice space available, predictable equipment setup
visual impairment
- Use verbal descriptions of body positions, provide physical guidance for shape understanding, use contrasting coloured mats for visual reference
hearing impairment
- Use clear visual demonstrations, written instruction cards, hand signals for start/stop, visual cues for timing
physical disability
- Adapt balances to wheelchair or seated positions, use supportive equipment, modify apparatus height, focus on achievable movements
Cross-Curricular Links
English
Vocabulary development with technical terms, giving and receiving feedback, describing movements and positions
Maths
Odd and even numbers during warm-up, counting beats and timing, symmetry and shape concepts, doubling and halving calculations
Science
Forces and balance in static positions, centre of gravity concepts, muscle tension and control, rotation and spinning forces
Art
Symmetrical and asymmetrical design concepts, shape and form understanding, creating visual patterns with body positions
Teacher Guidance
Positioning
Central position for demonstrations, circulate during practice, corner position for observation during apparatus work
Observation Focus
Watch for balance control, shape clarity, safe movements, peer interaction during feedback time
Intervention Points
Step in if unsafe balance attempts, support during difficult sequences, mediate during peer feedback if needed
Demonstration Notes
Always demonstrate movements slowly first, then at normal speed. Use students to model good work. Show contrasts between good and needs improvement. Use clear, exaggerated movements for visibility.
Verbal Cues
- •'Strong and still!'
- •'Tight muscles!'
- •'Smooth transitions!'
- •'Clear shapes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 10m, clear of obstacles
Surface Check
Non-slip surface essential, mats for all balance work, no hard surfaces for spinning
Equipment Safety
Safety Checks
- •All apparatus checked before use for stability
- •Mats appropriate size and thickness for activities
- •No damaged or unstable equipment used
Risk Management
Key Risks
- •Collisions during warm-up chasing game
- •Falls during balancing or spinning
- •Apparatus accidents during setup/pack away
- •Neck strain during incorrect balancing
Risk Mitigation
- •Clear boundaries and space management
- •Progressive skill building from simple to complex
- •Proper demonstration of safe techniques
- •Supervision during apparatus work
- •No weight on neck during balancing
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during apparatus work
- •Circulate during sequence practice
- •Check understanding before independent work
Emergency Procedures
Stop all activity immediately on 'STOP' command, assess any injuries, first aid available, clear evacuation routes maintained