🤸

Lesson 1 - Point and Patch Balances

Partner Sequence Creation

•

Year 3

•

Gymnastics

•

Big Question

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

Gymnastics Mats

15 (1 between 2 students)

Spread evenly around hall with safe spacing for movement between

Alternative: Yoga mats, carpet squares

Cards

1 set

Keep accessible for teacher demonstration

Alternative: Laminated visual aids, tablet with images

Point Balance Resource Cards

1 set per 4 students

Distribute around work areas for reference

Alternative: Printed worksheets, digital display

Key Vocabulary

Point balance

A balance performed on small body parts like hands, feet, knees or elbows

Patch balance

A balance performed on large body parts like stomach, back or bottom

Body tension

Tensing all muscles to hold a shape firmly and with control

Sequence

A series of movements linked together smoothly

Levels

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

Holds balances for 5+ seconds consistently

Shows clear understanding of body tension

Creates imaginative and varied balance shapes

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