Lesson 5 - Balance Sequences: Sym & Asym
Symmetry in Body Shapes
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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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
Position around apparatus for safety landing areas
Alternative: Yoga mats or crash mats
Ensure benches are stable and at appropriate height for Year 3
Alternative: Sturdy low tables or balance beams
Use lowest setting for safety and accessibility
Alternative: Sturdy platforms or stepped equipment
Check stability before use, position over mats
Alternative: Improvised raised platforms with planks
Mark safe zones and equipment boundaries
Alternative: Bean bags or markers
Key Vocabulary
A balance where both sides of the body mirror each other exactly
A balance where the two sides of the body are different from each other
Smooth, continuous movement without stops or jerky motions
A series of gymnastic movements performed one after another in order
Gymnastics equipment such as benches, mats, and low boxes used for balancing
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
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