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Lesson 3 - Taking Weight on Hands in Sequences

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 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

Cones

30 (6 sets of 5)

Placed at equal intervals along gymnasium wall

Alternative: Bean bags, markers, or tape marks

Gymnastics Mats

12-15

Available for apparatus work and floor sequences

Alternative: Yoga mats or carpet squares

Benches

4-6

Used for cartwheel practice and apparatus work

Alternative: Low balance beams or raised surfaces

Climbing Frames

2-3

Set up around gymnasium perimeter for inversion practice

Alternative: Wall bars or ladder apparatus

Video Device

1 (tablet/camera)

For capturing student demonstrations and assessment

Alternative: Phone camera or video recorder

Stopwatch

For timing apparatus setup challenges

Alternative: Timer app on phone

Key Vocabulary

Inversion

Turning the body upside down so feet are higher than head

Weight-bearing

Supporting the body's weight using specific body parts

Sequence

A series of movements performed one after another in a flowing manner

Cartwheel

A sideways movement where hands and feet touch ground alternately

Transition

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

Confident weight transfer to hands

Smooth transitions between movements

Creative sequence composition

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