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Lesson 5 - Smooth Balance Transitions

Partner Sequence Creation

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Year 3

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Gymnastics

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45 min

Big Question

How can we create flowing movements that connect our balances together like a beautiful dance?

Learning Objectives

To transition smoothly into and out of balances with control and fluency
To select appropriate movements that flow naturally with different balance positions
To create sequences that demonstrate understanding of level and shape relationships

Key Outcomes

Students will demonstrate smooth, controlled transitions between balances and movements
Students will be able to explain why certain movements work well together
Students will create and perform flowing sequences with a partner showing matching actions

Equipment & Resources Required

Gymnastics Mats

15 (one between two students)

Distribute evenly around teaching area with adequate spacing for movement

Alternative: Carpet squares, yoga mats, or marked floor spaces

Stopwatch

Keep accessible for timing 5-second balance holds

Alternative: Smartphone timer, classroom clock with second hand

Key Vocabulary

Transition

The smooth movement from one position or action to another

Flow

When movements connect naturally without pauses or jerky changes

Level

How high or low a movement or balance is performed (high, medium, low)

V-shape balance

Balancing on bottom with legs and body forming a V shape

Matching

Performing the same movements as your partner at the same time

Pike shape

Body folded at the hips with legs straight, like touching your toes

Extension

Stretching body parts to their full length to create clear, strong shapes

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Can perform basic balances with control
Understands points and patches of body contact
Can travel using different locomotor movements
Has experience working with a partner

Current Skills

Smooth transitioning into balances
Controlled movement out of balances
Understanding of movement flow and levels
Partner matching and synchronisation

Next Steps

Creating longer, more complex sequences
Incorporating apparatus into sequences
Advanced partner work including contrasting movements
Performance quality and artistic expression

Milestone Indicators

Demonstrates consistent 5-second balance holds

Shows clear linking actions between movements

Maintains control throughout transitions

Can explain movement choices and flow principles

Key Teaching Points

Smooth transitions require careful consideration of starting and ending positions
Similar levels of movement often flow better together than dramatic level changes
Quality and control are more important than speed in gymnastic sequences
Matching requires both technical synchronization and cooperative communication
Balance control provides the foundation for all smooth transitions
Creative exploration helps students understand movement principles more deeply
Partner work develops both physical and social learning in gymnastics

Common Misconceptions

That all movements can connect smoothly to all balances - some combinations work better than others
That faster movements look more impressive - controlled, quality movements are more skilful
That matching means doing different movements at the same time - it means identical movements together
That rolling is always the best transition - different situations require different connection methods
That complex balances automatically make better sequences - appropriate choices matter more than difficulty

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries, varied activities to maintain engagement, positive reinforcement

dyspraxia

Simplified sequences initially, extra practice time, breakdown of complex movements into smaller steps

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, consistent partner pairings

visual impairment

Use tactile guidance for balance positions, clear verbal descriptions of movements, buddy system for spatial awareness

hearing impairment

Visual demonstrations and signals, written instruction cards, vibrating timer for counting

physical disability

Adapted balances using available body parts, seated variations, modified transitions appropriate to mobility

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for movement quality, following and giving instructions

Science

Forces and balance, centre of gravity concepts, momentum and transition physics

Art

Creating sequences with aesthetic flow, expression through movement, composition principles

Mathematics

Counting body parts, timing sequences, understanding spatial relationships and levels

Music

Rhythm and timing in matching movements, tempo changes in transitions

Teacher Guidance

Positioning

Move around perimeter of space to observe all pairs, central position during demonstrations

Observation Focus

Watch for balance control, smooth transitions, partner cooperation, understanding of flow principles

Intervention Points

Step in if students struggling with balance safety, partner conflicts, or fundamental misunderstanding of concepts

Demonstration Notes

Use clear, exaggerated movements for visibility, show both correct technique and common mistakes for contrast

Verbal Cues

•'Hold steady for 5... 4... 3... 2... 1!'
•'Show me smooth flowing movements'
•'Work together, talk together'
•'Quality over speed - take your time'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, clean, dry, non-slip surface

Surface Check

Ensure floor is clean, dry, and free from hazards that could cause slips

Equipment Safety

Safety Checks

•Check all mats are in good condition with no tears or exposed foam
•Ensure mats lie flat without curled edges that could cause trips
•Confirm adequate spacing between mats for safe movement

Risk Management

Key Risks

•Collisions between students during travelling movements
•Falls or slips during balance attempts
•Injuries during rolling activities
•Inadequate partner communication leading to accidents

Risk Mitigation

•Clear movement boundaries established around mats
•Progressive skill building from simple to complex balances
•Emphasis on controlled movements throughout
•Partner cooperation and communication protocols

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working pairs
•Monitor mat areas during rolling activities
•Watch for fatigue affecting balance control
•Ensure positive partner interactions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact school procedures if needed