Lesson 3 - Taking Weight on Hands in Sequences
Body Awareness & Weight Transfer
•Year 3
•Gymnastics
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How can we safely support our body weight in different positions and create flowing movement sequences?
Learning Objectives
- To develop confidence in taking weight on hands through various movements
- To understand the concept of inversion and practice safe techniques
- To create and perform sequences that include weight-bearing movements
Key Outcomes
- Students will demonstrate at least 3 different ways to take weight on their hands
- Students will show understanding of safe inversion techniques
- Students will create a 6-move sequence including weight-on-hands movements
Equipment & Resources Required
Placed at equal intervals along gymnasium wall
Alternative: Bean bags, markers, or tape marks
Available for apparatus work and floor sequences
Alternative: Yoga mats or carpet squares
Used for cartwheel practice and apparatus work
Alternative: Low balance beams or raised surfaces
Set up around gymnasium perimeter for inversion practice
Alternative: Wall bars or ladder apparatus
For capturing student demonstrations and assessment
Alternative: Phone camera or video recorder
For timing apparatus setup challenges
Alternative: Timer app on phone
Key Vocabulary
Turning the body upside down so feet are higher than head
Supporting the body's weight using specific body parts
A series of movements performed one after another in a flowing manner
A sideways movement where hands and feet touch ground alternately
The smooth movement from one position or skill to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes and balances
- Simple travelling movements
- Understanding of apparatus safety rules
Current Skills
- Weight-bearing on hands
- Inversion movements
- Sequence creation and performance
Next Steps
- Advanced gymnastics combinations
- Partner work and group sequences
- Competition-style routines
Milestone Indicators
Key Teaching Points
- Safety is paramount - always demonstrate proper techniques before allowing attempts
- Progressive skill building from basic weight-bearing to advanced inversion movements
- Encourage personal challenge within safe limits rather than comparison with others
- Emphasise quality of movement over speed or complexity
- Use apparatus systematically with clear rules and constant supervision
- Foster positive partner relationships through structured feedback opportunities
- Celebrate both skill achievement and personal effort/attitude development
Common Misconceptions
- That all students should attempt the same level of difficulty - emphasise personal progression
- That speed equals skill - focus on control and technique over rushing
- That only advanced movements are worthwhile - celebrate all levels of achievement
- That inversion is dangerous when properly supervised - teach safe techniques confidently
- That apparatus work requires natural ability - show that all can progress with practice
- That mistakes are failures - frame errors as learning opportunities
SEN Adaptations
ADHD
- Short activity segments, clear movement boundaries, regular positive feedback, specific roles in partner work
dyspraxia
- Simplified movement patterns, extra practice time, clear step-by-step instructions, focus on personal progress not comparison
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent language and expectations
visual impairment
- Use verbal descriptions for all movements, provide tactile guidance for hand placement, use high-contrast markers for apparatus
hearing impairment
- Use clear visual demonstrations, hand signals for commands, written instructions available, ensure face-to-face communication
physical disability
- Adapted apparatus heights, modified weight-bearing positions, seated alternatives for balance work, buddy support system
Cross-Curricular Links
English
Following complex instructions, giving descriptive feedback, using specific vocabulary to describe movements
Maths
Counting sequence movements, timing skills, understanding patterns in movement combinations, measuring distances for apparatus spacing
Science
Forces and gravity in inversion, friction and grip concepts, body systems response to exercise, balance and centre of gravity
PSHE
Building self-confidence, supporting others, resilience when learning challenging skills, teamwork and cooperation
Teacher Guidance
Positioning
Move between groups during skill practice, position near apparatus during inversions, central location for demonstrations
Observation Focus
Watch for safe grip techniques, progressive skill development, positive partner interactions, equipment setup safety
Intervention Points
Unsafe inversion attempts, poor apparatus handling, negative feedback between partners, students attempting skills beyond capability
Demonstration Notes
Show all skills slowly first, emphasise safety techniques, use confident students for peer modelling, demonstrate both successful and common mistake examples
Verbal Cues
- •'Strong arms, straight body!'
- •'Hand-hand-foot-foot for cartwheel!'
- •'Underhand grip, fingers up!'
- •'Control the landing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full gymnasium (minimum 20m x 15m) with height clearance for apparatus work
Surface Check
Non-slip gymnasium floor, all apparatus stable and properly positioned
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned appropriately for landing areas
- •Climbing frames inspected for secure grip surfaces
Risk Management
Key Risks
- •Falls during inversion attempts
- •Collisions during apparatus transitions
- •Overconfidence leading to unsafe attempts
- •Improper grip techniques on climbing equipment
Risk Mitigation
- •Mandatory underhand grip demonstration for climbing frames
- •Progressive skill building from basic to advanced
- •Controlled scrambling between apparatus stations
- •Spotting support for challenging movements
Supervision & Emergency Procedures
Supervision Points
- •Position near apparatus for immediate intervention
- •Continuous monitoring of inversion attempts
- •Clear sight lines to all working areas
Emergency Procedures
Stop all activity immediately if injury occurs, assess severity, apply appropriate first aid, ensure other students are supervised safely