Lesson 4 - Symmetrical Balance Sequences
Symmetry in Body Shapes
•Year 3
•Gymnastics
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How can we create excellent gymnastics sequences that flow beautifully from symmetrical balances?
Learning Objectives
- Execute symmetrical balances on apparatus with precision and control
- Develop smooth transitions and movements flowing out of balances
- Create the beginning and middle sections of a gymnastics sequence with flow
Key Outcomes
- Students will hold symmetrical balances on apparatus for 4 seconds with excellent form
- Students will demonstrate smooth, challenging movements transitioning out of balances
- Students will travel creatively to new apparatus using varied pathways and levels
Equipment & Resources Required
Arrange around hall with safe landing spaces
Alternative: Low tables or sturdy platforms
Place beside and around apparatus for safety
Alternative: Yoga mats or carpet tiles
Various heights available for differentiation
Alternative: Sturdy chairs or step platforms
Keep low to ground for safety
Alternative: Benches turned upside down
Mark boundaries and apparatus stations
Alternative: Bean bags or hoops
Key Vocabulary
When both sides of the body mirror each other exactly
Holding a still position with control and stability
Smooth, continuous movement from one action to the next
Gymnastics equipment like benches, mats, and boxes
The movement that connects one skill to another
A series of movements performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance positions on the floor
- Simple symmetrical shapes
- Safe mounting and dismounting from apparatus
Current Skills
- Symmetrical balances on apparatus
- Flowing movements out of balances
- Creative travelling between apparatus
Next Steps
- Complete sequence composition
- Adding asymmetrical elements
- Partner synchronisation skills
Milestone Indicators
Key Teaching Points
- Symmetrical balances require both sides of the body to mirror each other exactly
- Flow means smooth, continuous movement without jerky transitions or pauses
- Hold balances for a full 4 seconds before moving to demonstrate control
- Safety on apparatus requires checking stability, three-point contact, and awareness of landing areas
- Partner feedback should be specific, positive, and focused on the three key criteria
- Travelling between apparatus can use over, under, and around pathways at different levels
- Quality and control are more important than attempting difficult movements beyond ability level
Common Misconceptions
- Thinking symmetrical means arms and legs in different positions as long as they look good
- Believing flow means moving as quickly as possible between elements
- Assuming harder balances are automatically better than simple ones done excellently
- Thinking apparatus work is dangerous rather than understanding it's safe when proper procedures are followed
- Believing only advanced gymnasts can create good sequences
- Thinking criticism means pointing out what's wrong rather than giving helpful suggestions
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, immediate feedback, movement breaks incorporated naturally
dyspraxia
- Simplified balance positions initially, extra practice time, adult support for complex movements
autism spectrum
- Clear visual schedule of lesson sections, quiet observation zones available, consistent routines and expectations
visual impairment
- Tactile guidance for apparatus layout, verbal descriptions of demonstrations, buddy system for navigation
hearing impairment
- Visual demonstrations, written instruction cards, hand signals for timing and feedback
physical disability
- Modified apparatus heights, seated balance options, adapted movements within individual capabilities
Cross-Curricular Links
Maths
Symmetry concepts, counting seconds for timing, measuring apparatus heights and distances
Science
Forces and balance, gravity effects on gymnastic movements, muscle groups and body systems during exercise
Art
Symmetrical patterns and designs, creating sequence notation or drawings
PSHE
Teamwork and cooperation, resilience when learning new skills, respect for others' efforts and achievements
Teacher Guidance
Positioning
Central position initially, then circulating to observe pairs closely and provide individual feedback
Observation Focus
Watch for balance control, flow between movements, safety awareness, and quality of peer feedback
Intervention Points
Step in if safety concerns arise, provide additional support for struggling students, challenge advanced learners
Demonstration Notes
Use clear, exaggerated movements to show symmetrical positioning and flow. Demonstrate both correct technique and common errors for comparison.
Verbal Cues
- •'Hold for 4 seconds'
- •'Make it flow'
- •'Both sides exactly the same'
- •'Smooth and controlled'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m with high ceiling for apparatus work
Surface Check
Non-slip surface, all apparatus stable and secure before use
Equipment Safety
Safety Checks
- •Check all apparatus is stable and bolts are tight
- •Ensure adequate matting around and under apparatus
- •Verify apparatus height appropriate for year group
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during travelling
- •Inappropriate mounting/dismounting
Risk Mitigation
- •Clear safety procedures taught before apparatus use
- •Adequate supervision and positioning for maximum visibility
- •Progressive skill building from simple to complex
- •Partner spotting and support systems
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus simultaneously
- •Move around hall to monitor individuals closely
- •Stay near most challenging apparatus during use
Emergency Procedures
Stop activity immediately, assess injury, apply first aid as needed, call for medical support if required