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Lesson 1 - Patches, Balances and Body Shapes

Body Awareness & Weight Transfer

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Year 3

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Gymnastics

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Big Question

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

Mats

6-8

Spread evenly around hall for floor work

Alternative: Crash mats or carpet tiles for floor work

Apparatus

Various pieces

Set up 6-8 stations around the hall perimeter

Alternative: Benches, low boxes, balance beams

Stopwatch

For timing apparatus setup

Alternative: Phone timer or wall clock

Digital Cameras

Ready for filming good examples

Alternative: Phone camera for recording

Whiteboards

To show symmetrical/asymmetrical examples

Alternative: Large paper for demonstration

Key Vocabulary

Patches

Large areas of the body used for weight-bearing - bottom, back, front

Symmetrical

When both sides of the body match exactly like a mirror image

Asymmetrical

When the two sides of the body are different and don't match

Tension

Tightening muscles to hold a shape firmly and clearly

Transition

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

Clear differentiation between symmetrical and asymmetrical shapes

Sustained balances with visible tension

Smooth transitions between movements

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