Lesson 3 - Symmetrical Spinning
Spinning & Partner Sequences
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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How can we create beautiful shapes while spinning that show balance and control?
Learning Objectives
- To spin symmetrically and asymmetrically on points and patches
- To work safely at different levels during gymnastics sequences
- To demonstrate clear starting and finishing positions
Key Outcomes
- Students will perform controlled spins on different body parts
- Students will create sequences showing varied levels and shapes
- Students will demonstrate physical confidence and self-motivation
Equipment & Resources Required
Arranged around hall perimeter and centre for apparatus work
Alternative: Crash mats or carpet squares
For timing apparatus setup challenge
Alternative: Phone timer, classroom clock
For assessment and feedback purposes
Alternative: Camera, observation sheets
Key Vocabulary
A shape where both sides of the body match exactly, like a mirror image
A shape where the two sides of the body are different
Small body parts like hands, feet, elbows, or knees
Larger body parts like back, front, side of body
High (standing/jumping), medium (kneeling/sitting), low (lying down)
A series of movements performed one after another in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple balancing on different body parts
- Understanding of high, medium and low levels
Current Skills
- Controlled spinning on points and patches
- Creating symmetrical and asymmetrical shapes
- Smooth transitions between movements
Next Steps
- Complex sequence development
- Partner and group work
- Introduction to apparatus-based spinning
Milestone Indicators
Key Teaching Points
- Emphasise control over speed in all spinning movements
- Make clear distinction between symmetrical (matching) and asymmetrical (different) shapes
- Ensure students understand points (small parts) vs patches (large surfaces)
- Promote smooth transitions between movements rather than stopping and starting
- Encourage creativity while maintaining safety standards
- Use peer feedback to improve sequence quality
- Maintain high expectations for shape definition and control
Common Misconceptions
- Faster spinning means better - emphasise control and technique
- Symmetrical shapes are easier - both require equal precision and control
- Apparatus work is just for advanced students - adapt for all ability levels
- Feedback should only point out mistakes - teach positive, constructive comments
- Sequence must be complex to be good - quality over quantity approach
SEN Adaptations
ADHD
- Shorter practice bursts, clear boundaries marked, regular movement breaks, immediate positive feedback
dyspraxia
- Simplified sequences initially, extra practice time, visual prompts for shapes, step-by-step breakdowns
autism spectrum
- Clear routine structure, visual sequence cards, quiet practice space available, predictable lesson format
visual impairment
- Clear verbal descriptions of shapes, tactile guidance for positions, partner support for demonstrations
hearing impairment
- Visual shape cards, clear demonstrations, written sequence cards, hand signals for instructions
physical disability
- Modified spinning movements, seated variations, adapted apparatus access, alternative challenge levels
Cross-Curricular Links
Maths
Symmetry and asymmetry concepts, counting spins and shapes, measuring time for holds
Science
Forces and motion during spinning, balance and centre of gravity, body systems
Art
Creating aesthetic sequences, appreciation of line and form in body shapes
PSHE
Self-confidence building, peer cooperation, giving and receiving feedback constructively
Teacher Guidance
Positioning
Move around hall to observe all students, position near apparatus during station work
Observation Focus
Watch for spinning control, shape definition, safe apparatus use, peer interactions
Intervention Points
Step in if students show dizziness, unsafe apparatus use, or lack of progress
Demonstration Notes
Use clear, exaggerated movements for shape demonstrations, emphasise slow controlled spins for safety
Verbal Cues
- •'Control the spin!'
- •'Make your shape clear!'
- •'Smooth transitions!'
- •'Both sides match!' for symmetrical
- •'Make the sides different!' for asymmetrical
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 20m with clear overhead clearance
Surface Check
Non-slip surface, dry conditions, mats properly positioned for floor work
Equipment Safety
Safety Checks
- •Apparatus stability checked before use
- •Mats positioned to cushion potential falls
- •Clear pathways between apparatus stations
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Dizziness from spinning movements
- •Collisions during floor work
- •Falls from apparatus
- •Injury during apparatus handling
Risk Mitigation
- •Controlled spinning speed emphasised
- •Adequate personal space maintained
- •Proper apparatus setup and supervision
- •Clear safety rules reinforced throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Monitor spinning activities for safety
- •Supervise apparatus setup and pack away
- •Watch for signs of fatigue or dizziness
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route, trained first aider present