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Lesson 4 - Weight Bearing: Back & Bottom

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 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

Gymnastics Mats

Various (benches, boxes, bars)

Distributed around hall for backwards rolling practice

Alternative: Crash mats or folded blankets for safety

Stopwatch

For timing apparatus setup and activities

Alternative: Mobile phone timer

Video Device

1 (tablet/camera)

For capturing good examples and assessment

Alternative: Mobile phone camera

Key Vocabulary

Shoulder balance

Supporting body weight on shoulders while legs are elevated

Backwards roll

Rolling backwards over the spine to return to starting position

Sequence

A series of movements performed one after another in a planned order

Transition

The movement that connects one balance or skill to the next

Dynamics

The speed, force and flow used in movement

Tuck position

Body position with knees pulled tight to chest

Pike position

Body folded at hips with straight legs

Straddle position

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

Maintains control throughout backwards rolling motion

Demonstrates variety in leg shapes during shoulder balances

Shows smooth transitions between different balance positions

Performs sequences with consistent timing and rhythm

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