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Lesson 2 - Introduction to Asymmetry

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 excellent asymmetrical movements and balances that tell a story through our body shapes?

Learning Objectives

Apply 'excellent gymnastics' when exploring movements and balances asymmetrically
Understand the difference between symmetrical and asymmetrical body shapes
Create and perform asymmetrical balances individually and in pairs

Key Outcomes

Students will demonstrate clear asymmetrical body shapes with control
Students will work collaboratively to create interesting paired asymmetrical balances
Students will identify and explain what makes movements 'excellent gymnastics'

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Spread around hall for balance work areas

Alternative: Carpet squares or marked floor areas

Cards

6-8 cards

Showing symmetrical and asymmetrical poses for reference

Alternative: Hand-drawn examples or demonstrations

Music Player

For movement phases and timing

Alternative: Rhythmic clapping or counting

Key Vocabulary

Asymmetry

When the two sides of the body are doing different things or are in different positions

Symmetry

When both sides of the body match exactly, like looking in a mirror

Extension

Stretching body parts away from the centre to create long, controlled lines

Connection point

Where two partners touch or link together in a paired balance

Levels

Different heights in gymnastics - high, medium, and low

Silent body

Moving with such control that you make no noise when travelling or landing

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Understanding of symmetrical movements from previous lessons
Ability to create simple balances independently

Current Skills

Introduction to asymmetrical movements
Creating asymmetrical balances individually
Working in pairs to create linked asymmetrical balances

Next Steps

Combining symmetrical and asymmetrical movements in sequences
Using apparatus to enhance asymmetrical balances
Creating group asymmetrical formations

Milestone Indicators

Clear distinction between left and right sides of body in movements

Controlled asymmetrical balances held for 3+ seconds

Effective collaboration in paired balance work

Key Teaching Points

Asymmetry means two sides of the body are different - emphasise this core concept throughout
Maintain 'excellent gymnastics' standards even when exploring asymmetrical movements
Progress from individual to partner work to build confidence and understanding
Use clear visual demonstrations and contrasts between symmetrical and asymmetrical
Focus on safe partner connections - hands, forearms, shoulders, back-to-back only
Encourage creativity while maintaining control and technique
Connect to mathematical learning about symmetry and lines of symmetry

Common Misconceptions

Students thinking asymmetrical means 'wobbly' or 'messy' - emphasise control and intention
Believing only arms can be asymmetrical - show whole body asymmetrical possibilities
Thinking asymmetrical balances are easier than symmetrical - highlight the additional challenge
Assuming partner work means both students must do the same thing - celebrate complementary differences
Confusing asymmetrical with 'anything goes' - maintain excellent gymnastics standards throughout

SEN Adaptations

ADHD

Short, focused activities with clear success criteria, regular movement breaks, immediate positive feedback

dyspraxia

Simplified asymmetrical shapes initially, extra practice time, clear step-by-step instructions with demonstration

autism spectrum

Clear structure with visual schedule, predictable partner arrangements, quiet space available if needed

visual impairment

Clear verbal descriptions of asymmetry, tactile exploration of body positions, partner guidance for balance work

hearing impairment

Visual demonstrations of all instructions, picture cards showing asymmetrical poses, visual signals for activity changes

physical disability

Adapted asymmetrical shapes appropriate to individual mobility, seated versions of balances, upper body focus if needed

Cross-Curricular Links

English

Following instructions, descriptive vocabulary for movement, speaking and listening during partner work

Science

Forces and motion in balance, gravity and stability, body systems and physical coordination

Teacher Guidance

Positioning

Move around the outside of the space to observe all students, position centrally for demonstrations

Observation Focus

Watch for controlled asymmetrical shapes, safe partner connections, and excellent gymnastics technique

Intervention Points

Step in if students struggling with asymmetry concept, unsafe partner connections, or losing engagement

Demonstration Notes

Use clear, exaggerated movements to show asymmetry. Always demonstrate safety in partner work. Show common mistakes to help students avoid them.

Verbal Cues

•'Make your left side different from your right side!'
•'Show me your excellent gymnastics!'
•'Partners, communicate with each other!'
•'Hold that balance like a statue!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m, clear of obstacles and furniture

Surface Check

Non-slip surface, clean and dry, free from hazards or debris

Equipment Safety

Safety Checks

•Mats checked for tears or damage before use
•Adequate mat coverage for balance work areas
•Picture cards laminated with no sharp edges

Risk Management

Key Risks

•Falls from asymmetrical balances
•Partner collision during connected balances
•Overambitious balance attempts

Risk Mitigation

•Start with simple, stable asymmetrical balances
•Adequate spacing between pairs during partner work
•Progressive skill building from individual to partner work
•Teacher modelling of safe connection points

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during balance attempts
•Move closer to pairs attempting more challenging connections
•Monitor for students attempting unsafe balances

Emergency Procedures

Stop activity immediately if unsafe practice observed, assess any injuries, provide appropriate first aid support