Lesson 2 - Introduction to Asymmetry
Symmetry in Body Shapes
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Spread around hall for balance work areas
Alternative: Carpet squares or marked floor areas
Showing symmetrical and asymmetrical poses for reference
Alternative: Hand-drawn examples or demonstrations
For movement phases and timing
Alternative: Rhythmic clapping or counting
Key Vocabulary
When the two sides of the body are doing different things or are in different positions
When both sides of the body match exactly, like looking in a mirror
Stretching body parts away from the centre to create long, controlled lines
Where two partners touch or link together in a paired balance
Different heights in gymnastics - high, medium, and low
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
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