Lesson 5 - Inverted Movements and Body Tension
Body Tension & Control
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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How can body tension help us control and improve our inverted movements?
Learning Objectives
- To develop strength and control in inverted movements
- To understand how body tension improves movement quality
- To create and evaluate sequences including inverted movements
Key Outcomes
- Students will perform progressions of inverted movements with improved control
- Students will plan and perform sequences incorporating different gymnastics actions
- Students will provide constructive feedback on performances
Equipment & Resources Required
Distributed around hall with adequate spacing for safety
Alternative: Crash mats, yoga mats, or carpet tiles for practice areas
Available for reference during practice sessions
Alternative: Printed teaching points or displayed on interactive board
Pre-loaded and ready to play for skill demonstrations
Alternative: Teacher demonstration or peer modelling
Key Vocabulary
A gymnastics action where the hips go above the head
Squeezing muscles to create strength and control in movements
A step-by-step way to build up to a complete skill
A series of movements performed one after another with smooth transitions
An inverted balance where weight is on shoulders and upper back
An inverted position supporting body weight on hands and feet with chest facing up
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes and balances
- Simple rolling movements
- Understanding of starting and finishing positions
- Basic partner work and cooperation
Current Skills
- Shoulder stand progressions
- Bridge progressions
- Body tension and control
- Sequence building with inverted movements
- Peer assessment and feedback
Next Steps
- Advanced inverted movements like handstands
- Complex sequence choreography
- Group formations and synchronized movements
- Independent coaching and teaching skills
Milestone Indicators
Key Teaching Points
- Shoulders take the weight in shoulder stands, never the neck
- Body tension is achieved by squeezing muscles throughout the movement
- Progression-based learning - build strength before attempting full skills
- Partner feedback should be positive first, then constructive
- Inverted movements require whole-body strength and coordination
- Safety is paramount - stop if there's any discomfort
- Quality of movement is more important than height or duration
Common Misconceptions
- That inverted movements are only about upper body strength - actually require core and leg strength too
- That you should push into painful positions - should feel challenging but never painful
- That everyone should achieve the same level - individual progression is normal and expected
- That advanced variations are better - proper technique at appropriate level is what matters
- That feedback should focus on what's wrong - positive feedback builds confidence and motivation
SEN Adaptations
ADHD
- Regular movement breaks built in, clear boundaries and expectations, positive reinforcement for focus
dyspraxia
- Extra time for coordination, simplified movement patterns, additional physical support and practice
autism spectrum
- Clear routine structure, visual schedule of lesson phases, quiet space available if needed
visual impairment
- Detailed verbal descriptions of body positions, tactile guidance for hand placement, partner assistance for positioning
hearing impairment
- Clear visual demonstrations, written teaching points displayed, sign language support if available
physical disability
- Seated adaptations of inverted concepts, upper body strength alternatives, modified progression options
Cross-Curricular Links
English
Technical vocabulary development, giving constructive feedback, following instructions
Maths
Counting and timing during holds, angles and body shapes, spatial awareness and positioning
Science
Forces and movement - gravity acting on body, muscle groups and body systems during exercise
PSHE
Resilience and perseverance when learning challenging skills, supporting others and teamwork
Teacher Guidance
Positioning
Move around groups during practice, position centrally for demonstrations, ensure clear sight lines
Observation Focus
Watch for correct technique, appropriate progression levels, partner interaction quality, safety compliance
Intervention Points
Step in if technique becomes unsafe, provide additional support for struggling students, redirect if off-task
Demonstration Notes
Use clear, slow demonstrations showing progression steps, highlight key body positions, emphasise safety aspects
Verbal Cues
- •'Shoulders strong, never neck!'
- •'Squeeze those tummy muscles!'
- •'Hold for 5... 4... 3... 2... 1!'
- •'Partners help each other!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 20m clear space
Surface Check
Non-slip surface, free from obstacles, adequate ceiling height for inverted movements
Equipment Safety
Safety Checks
- •Mats checked for adequate thickness and positioning
- •No damaged or worn mats that could cause slipping
- •Resource cards/videos pre-checked and ready
Risk Management
Key Risks
- •Neck strain in shoulder stands
- •Wrist pressure in bridge positions
- •Falls from inverted positions
- •Collision with others during movement
Risk Mitigation
- •Emphasise shoulders taking weight, never neck
- •Progression-based approach - build strength gradually
- •Partner system for spotting and feedback
- •Clear boundaries and adequate spacing between students
- •Immediate stop instruction if pain or discomfort
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during inverted practice
- •Monitor closely during first attempts at progressions
- •Check hand and shoulder positioning in bridges
- •Watch for fatigue affecting technique
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact emergency services if serious injury