Lesson 4 - Weight Bearing: Back & Bottom
Body Awareness & Weight Transfer
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create smooth, controlled sequences using our back, bottom and shoulders to support our body weight?
Learning Objectives
- To take weight on back, bottom and shoulders both in balance and in motion
- To understand the importance of good timing and control in movements
- To demonstrate agility, balance, coordination and precision in gymnastics sequences
Key Outcomes
- Students will perform controlled backwards rolls and shoulder balances
- Students will create and perform a 4-move sequence with clear start and finish positions
- Students will demonstrate understanding of good transition movements between balances
Equipment & Resources Required
Distributed around hall for backwards rolling practice
Alternative: Crash mats or folded blankets for safety
For timing apparatus setup and activities
Alternative: Mobile phone timer
For capturing good examples and assessment
Alternative: Mobile phone camera
Key Vocabulary
Supporting body weight on shoulders while legs are elevated
Rolling backwards over the spine to return to starting position
A series of movements performed one after another in a planned order
The movement that connects one balance or skill to the next
The speed, force and flow used in movement
Body position with knees pulled tight to chest
Body folded at hips with straight legs
Legs spread wide apart to the sides
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance positions on hands and feet
- Forward rolling with control
- Simple balances on different body parts
Current Skills
- Taking weight on back, bottom and shoulders
- Controlled backwards rolling motions
- Creating sequences with clear start and finish positions
- Demonstrating different dynamics in movement
Next Steps
- Advanced rolling techniques including dive rolls
- Complex balance combinations
- Partner and group gymnastics work
Milestone Indicators
Key Teaching Points
- Always maintain chin-to-chest position during backwards rolling for neck safety
- Weight should rest on shoulders, never on neck during shoulder balances
- Encourage controlled, flowing movements rather than rushing through sequences
- Emphasise clear starting and finishing positions in all gymnastics work
- Use apparatus safely with proper carrying and setup procedures
- Create smooth transitions between movements using rolling, turning, and twisting
- Develop different dynamics in sequences with varied speed and energy levels
Common Misconceptions
- Rolling backwards means throwing the head back - correct by emphasising chin tuck
- Faster movement means better gymnastics - emphasise control and precision over speed
- Shoulder balance weight goes on neck - clearly demonstrate correct shoulder placement
- Sequences are just individual skills - teach smooth transitions and flow
- Only advanced gymnasts can perform these skills - show appropriate progressions for all abilities
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear physical boundaries, use movement breaks between seated activities, offer leadership roles
dyspraxia
- Use larger, softer mats for rolling practice, break movements into smaller steps, provide additional practice time, offer hand-over-hand guidance
autism spectrum
- Provide clear visual schedule of lesson activities, offer quiet space if overstimulation occurs, use consistent routines and predictable structures
visual impairment
- Use bright coloured mats for clear boundaries, provide verbal descriptions of all movements, pair with sighted buddy for guidance and safety
hearing impairment
- Use clear visual demonstrations, hand signals for start/stop, written instruction cards, ensure face-to-face communication
physical disability
- Adapt rolling to chair-based rocking movements, use modified apparatus at appropriate height, provide additional support for balance activities
Cross-Curricular Links
English
Following complex instructions, using technical vocabulary, peer communication and assessment
Maths
Calculating odds and evens, mental arithmetic during warm-up, counting sequence movements, measuring time duration
Science
Understanding body mechanics and weight distribution, forces and motion during rolling, balance and centre of gravity
PSHE
Building resilience through challenge, teamwork and cooperation, giving constructive feedback, self-assessment and reflection
Teacher Guidance
Positioning
Move around class to observe all students, position near apparatus during setup and use, maintain clear sight lines during rolling activities
Observation Focus
Watch for correct weight placement during balances, monitor chin position during rolling, check controlled movement throughout sequences
Intervention Points
Step in immediately if neck weight bearing observed, support students struggling with rolling technique, ensure apparatus safety rules followed
Demonstration Notes
Show all movements slowly with clear technique points, emphasise safety positions clearly, model both correct and incorrect technique for comparison
Verbal Cues
- •'Chin to chest like you're looking at your tummy button!'
- •'Shoulders strong, not your neck!'
- •'Rock like a smooth stone rolling down a hill!'
- •'Start strong, finish strong!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with clear floor area for rolling and apparatus
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all mats are clean and properly positioned
- •Ensure apparatus is stable and correctly assembled
- •Verify adequate cushioning for backwards rolling activities
- •Check equipment is appropriate for student age and ability
Risk Management
Key Risks
- •Neck injury during backwards rolling
- •Collisions during movement activities
- •Falls from apparatus
- •Apparatus handling injuries
Risk Mitigation
- •Emphasise chin-to-chest position during all rolling
- •Maintain adequate spacing between students throughout
- •Ensure gradual skill progression from basic to advanced
- •Strict adherence to apparatus safety rules
- •Teacher positioned for maximum supervision of activities
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during rolling activities
- •Close supervision during apparatus setup and use
- •Monitor spacing and safe movement during games
- •Check weight placement on shoulders not neck during balances
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required