Lesson 1 - Point and Patch Balances
Partner Sequence Creation
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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How can we create stable and interesting balances using different parts of our body?
Learning Objectives
- To create interesting point and patch balances with control
- To demonstrate strong body tension when holding balances
- To sequence balances together with smooth transitions
Key Outcomes
- Students will be able to hold point and patch balances for 5 seconds with control
- Students will understand the difference between point and patch balances
- Students will create a sequence linking four different balances with smooth transitions
Equipment & Resources Required
Spread evenly around hall with safe spacing for movement between
Alternative: Yoga mats, carpet squares
Keep accessible for teacher demonstration
Alternative: Laminated visual aids, tablet with images
Distribute around work areas for reference
Alternative: Printed worksheets, digital display
Key Vocabulary
A balance performed on small body parts like hands, feet, knees or elbows
A balance performed on large body parts like stomach, back or bottom
Tensing all muscles to hold a shape firmly and with control
A series of movements linked together smoothly
High, medium and low positions in space
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can identify basic body parts
- Students can hold simple static positions briefly
- Students understand the concept of staying still
Current Skills
- Creating point balances on different numbers of body parts
- Developing patch balances using larger body surfaces
- Understanding and applying body tension
Next Steps
- Linking balances into longer sequences
- Adding apparatus for elevated balancing
- Incorporating counter-balances with partners
Milestone Indicators
Key Teaching Points
- Body tension is essential for successful balancing - all muscles work together
- Point balances use small body parts (hands, feet, knees, elbows) while patches use large areas
- Quality control is more important than attempting difficult balances
- Sequences should flow smoothly with purposeful transitions between balances
- Different levels add visual interest and challenge to gymnastics work
- Partner work requires communication, patience and mutual support
- Safety awareness must be maintained throughout, especially during challenging attempts
Common Misconceptions
- Thinking body tension means being stiff or uncomfortable - it's controlled muscle engagement
- Believing more contact points make balancing easier in all cases - sometimes fewer points provide better stability
- Assuming patch balances are always easier than point balances - control and purpose matter more
- Expecting to master difficult balances immediately - progressive skill building is essential
- Thinking gymnastics is only about individual performance - cooperation and support are crucial
SEN Adaptations
ADHD
- Clear boundaries marked, regular movement breaks built in, shorter activity segments, immediate positive feedback
dyspraxia
- Extra practice time allowed, simplified movement patterns, focus on fewer balance positions, additional verbal guidance
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, predictable activity progression
visual impairment
- Use verbal descriptions of balance positions, partner guidance for mat location, tactile feedback for body positioning
hearing impairment
- Visual demonstrations emphasised, use of hand signals, written or pictorial instruction cards
physical disability
- Adapted balances using available mobility, seated versions of activities, focus on achievable challenges
Cross-Curricular Links
Maths
Counting contact points, timing 5-second holds, exploring spatial concepts of levels and positions
Science
Understanding forces and balance, exploring how body tension affects stability, investigating centre of gravity
Art
Creating visually interesting shapes and sequences, considering aesthetic quality in movement
PSHE
Developing self-confidence, cooperation with partners, perseverance when learning challenging skills
Teacher Guidance
Positioning
Move around perimeter to observe all students, position near challenging activities
Observation Focus
Watch for body tension application, balance control, safe partner interaction
Intervention Points
Step in if students attempting unsafe balances or if partner work becomes rough
Demonstration Notes
Use clear, exaggerated movements for visibility. Show common mistakes as well as correct technique. Invite confident students to demonstrate for others.
Verbal Cues
- •'Strong like a statue!'
- •'Five seconds of stillness!'
- •'Point or patch - choose wisely!'
- •'Smooth transitions like flowing water!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m hall space with 2m clear perimeter
Surface Check
Clean, dry, non-slip surface suitable for gymnastics mats
Equipment Safety
Safety Checks
- •Check mats are in good condition with no tears or worn patches
- •Ensure mats lay flat with no curled edges or wrinkles
- •Verify adequate mat thickness for safe balancing practice
Risk Management
Key Risks
- •Falls from attempted advanced balances
- •Collisions during mat placement or movement activities
- •Overexertion attempting difficult one-point balances
- •Partner interaction becoming too physical during body tension activity
Risk Mitigation
- •Clear boundaries established around mat areas
- •Progressive skill building from simple to complex balances
- •Emphasis on personal limits and safe practice
- •Constant supervision during partner activities
- •Clear instructions for safe mat handling
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during mat work
- •Monitor closely during body tension testing activity
- •Watch for students attempting balances beyond their capability
- •Check for appropriate challenge level selection
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed