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Lesson 5 - Balance Sequences: Sym & Asym

Symmetry in Body Shapes

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Year 3

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Gymnastics

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45 min

Big Question

How can we create flowing sequences that combine excellent symmetrical and asymmetrical balances to tell a story through movement?

Learning Objectives

To complete sequences combining symmetrical and asymmetrical balances on apparatus
To develop flow and creativity in transitional movements between balances
To assess and improve partner work through peer observation

Key Outcomes

Students will execute complete sequences featuring both types of balances with excellent control
Students will demonstrate smooth flowing movements between apparatus
Students will provide constructive feedback to improve performance quality

Equipment & Resources Required

Gymnastics Mats

7 large mats

Position around apparatus for safety landing areas

Alternative: Yoga mats or crash mats

Gymnastics Benches

4-6 benches

Ensure benches are stable and at appropriate height for Year 3

Alternative: Sturdy low tables or balance beams

Gymnastics Vaults

2-4 low boxes

Use lowest setting for safety and accessibility

Alternative: Sturdy platforms or stepped equipment

Apparatus

2 A-frames

Check stability before use, position over mats

Alternative: Improvised raised platforms with planks

Cones

12 cones

Mark safe zones and equipment boundaries

Alternative: Bean bags or markers

Key Vocabulary

Symmetrical balance

A balance where both sides of the body mirror each other exactly

Asymmetrical balance

A balance where the two sides of the body are different from each other

Flow

Smooth, continuous movement without stops or jerky motions

Sequence

A series of gymnastic movements performed one after another in order

Apparatus

Gymnastics equipment such as benches, mats, and low boxes used for balancing

Excellent gymnastics

Still, silent, and extended positions with perfect control

Skill Progression Pathway

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

Prior Learning

Understanding of symmetrical and asymmetrical shapes
Basic balance holds on floor and low apparatus
Partner work and cooperation skills
Concept of 'excellent gymnastics' - still, silent, extended

Current Skills

Completing full sequences with both balance types
Creating flowing transitions between apparatus
Peer assessment and feedback skills
Adapting balances to different apparatus heights and surfaces

Next Steps

Creating longer, more complex sequences
Incorporating rolls and jumps into sequences
Synchronised partner sequences
Advanced apparatus work with increased height

Milestone Indicators

Consistent 4-second balance holds without wobbling

Smooth transitions without pauses or hesitation

Clear understanding of symmetry vs asymmetry in practice

Constructive peer feedback that leads to improvement

Key Teaching Points

Excellence in gymnastics means still, silent, and extended positions with perfect control
Symmetrical balances have matching sides like a mirror image, asymmetrical balances have different sides
Flow is the smooth, continuous movement between positions without stops or jerky motions
Every balance must be held perfectly still for 4 full seconds to develop control and strength
Partner work requires communication, cooperation, and shared responsibility for safety
Peer assessment focuses on specific criteria: excellent technique, interesting creativity, and correct balance types
Safety is paramount - proper mounting, dismounting, and apparatus use must be demonstrated and followed

Common Misconceptions

Misconception: 'Symmetrical means the same' - Correction: Explain symmetrical means matching sides, like looking in a mirror
Misconception: 'Flow means moving fast' - Correction: Flow means smooth and controlled, not necessarily quick
Misconception: 'Asymmetrical is wrong' - Correction: Both balance types are equally important and valuable
Misconception: 'The 4-second hold isn't important' - Correction: Holding develops strength, control, and proper technique
Misconception: 'Partner work means copying each other' - Correction: Partners should complement and support each other's strengths

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear visual boundaries, offer movement breaks if needed

dyspraxia

Use larger, more stable apparatus, allow extra practice time, provide physical guidance for balance positions

autism spectrum

Provide visual sequence cards showing lesson structure, offer quiet spaces if overwhelmed, maintain consistent routines

visual impairment

Use tactile markers on apparatus, provide clear verbal descriptions of symmetry/asymmetry, buddy system for guidance

hearing impairment

Use visual signals and demonstrations, written prompt cards for assessment criteria, hand signals for timing

physical disability

Adapt balances to seated or supported positions, use appropriate apparatus height, modify holding times as needed

Cross-Curricular Links

Maths

Counting 4-second balance holds, understanding symmetry and lines of symmetry, spatial awareness and positioning

Science

Balance and gravity, centre of mass, forces acting on the body, muscle control and coordination

Art

Symmetrical and asymmetrical design principles, creating flowing lines and shapes, balance in composition

PSHE

Self-confidence building, peer support and encouragement, giving and receiving constructive feedback, resilience when facing challenges

Teacher Guidance

Positioning

Circulate around apparatus stations, maintaining visual contact with all pairs, position near higher-risk apparatus when students are mounting/dismounting

Observation Focus

Watch for quality of balance holds, smoothness of transitions, partner cooperation, and safety awareness throughout sequences

Intervention Points

Step in when apparatus use becomes unsafe, when students struggle with balance concepts, or when peer feedback becomes unconstructive

Demonstration Notes

Use clear, exaggerated movements to show balance types, emphasise the 4-second count with obvious timing, demonstrate flow vs choppy movement contrasts

Verbal Cues

•'Still, silent, extended' for excellent balances
•'Flow like water' for smooth transitions
•'Mirror image' for symmetrical shapes
•'Different sides' for asymmetrical balances

Safety Considerations

Space & Surface Requirements

Space Requirements

School gym or large hall, minimum 15m x 10m clear space for apparatus arrangement

Surface Check

Non-slip surface, clean and dry, adequate ceiling height for jumping and apparatus use

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Safety mats positioned under and around all apparatus
•Equipment height appropriate for Year 3 ability and confidence
•Regular checks during lesson for equipment movement or damage

Risk Management

Key Risks

•Falls from apparatus
•Collisions during transition movements
•Unsafe mounting/dismounting of equipment
•Partner balance collapses
•Equipment instability

Risk Mitigation

•Clear demonstration of safe apparatus mounting techniques
•Established rules for apparatus use and partner work
•Adult supervision focused on apparatus areas
•Progressive skill building from floor to apparatus
•Clear boundaries and traffic flow patterns
•Partner support and spotting techniques taught

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all apparatus
•Circulate actively during practice phases
•Focus particular attention on apparatus mounting/dismounting
•Monitor partner interactions for safety and cooperation

Emergency Procedures

Stop activity immediately with clear signal, assess injury severity, provide appropriate first aid, ensure other students remain safe and calm