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Lesson 4 - Support Transitions

Core Strength & Sequences

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Year 4

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Gymnastics

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45 min

Big Question

How can we use our core strength to create smooth, controlled transitions between static gymnastics positions?

Learning Objectives

To develop smooth transitions from front support to side support using core control
To maintain body tension and shape during static holds for 3 seconds
To work cooperatively with a partner to refine movement quality

Key Outcomes

Students will demonstrate controlled front and side support positions
Students will perform smooth transitions between positions with improved core strength
Students will provide constructive feedback to help partners improve technique

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Spread mats around the hall with 2 metres between each mat for safety

Alternative: Thick exercise mats or yoga mats

Cones

8 cones

Use to mark relay start and finish lines 4-5 metres apart

Alternative: Bean bags or markers

Key Vocabulary

Front Support

A gymnastics position where the body is held straight and parallel to the floor, supported on hands and feet

Side Support

A gymnastics position where the body is held sideways, balanced on one hand and the side of one foot

Body Tension

Tightening all muscles to create a strong, controlled body shape

Core Muscles

The muscles around the middle of the body that help maintain balance and posture

Transition

The smooth movement from one gymnastics position to another

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple static balances on different body parts
Introduction to front support position from previous lessons

Current Skills

Controlled front support with proper alignment
Smooth transition from front to side support
Core strength development through press-up movements
Partner cooperation and feedback skills

Next Steps

Adding rolling movements between static positions
Combining multiple gymnastics positions into sequences
Developing rear support and more complex transitions

Milestone Indicators

Can hold front support for 3 seconds with straight body line

Demonstrates smooth weight transfer during transitions

Shows improved core strength and body control

Key Teaching Points

Body alignment is crucial - maintain straight line from head to heels in all positions
Core strength develops gradually - encourage students but don't force advanced positions
Smooth transitions are more important than holding positions for longer times
Partner work develops both social skills and technical understanding
Quality over quantity - better to do fewer repetitions with good technique
Progressive difficulty ensures all students can experience success
Regular feedback helps students understand their improvement

Common Misconceptions

That strength is more important than technique - actually good alignment makes positions easier
That you need to be naturally flexible for gymnastics - strength and control are equally important
That faster movements look more impressive - controlled, smooth movements show better skill
That only naturally strong students can succeed - everyone can improve with practice and proper technique

SEN Adaptations

ADHD

Keep explanations brief and focused, provide frequent feedback and encouragement, allow movement breaks between attempts

dyspraxia

Break down movements into smaller steps, allow extra practice time, provide physical guidance for positioning

autism spectrum

Provide clear structure and routine, use visual cards showing positions, allow breaks if overwhelmed by activity

visual impairment

Use clear verbal descriptions of all positions, provide tactile guidance for hand placement, use bright coloured mats for better visibility

hearing impairment

Use visual demonstrations clearly, employ hand signals for counting, ensure student can see all instructions

physical disability

Modify positions to seated or supported versions, use alternative equipment like wedges for support, adapt hold times as needed

Cross-Curricular Links

Maths

Counting 3-second holds, understanding straight lines and angles in body positions, measuring distances between mats

Science

Understanding how muscles work together to create strength, learning about balance and stability, exploring gravity and body positions

Geography

Understanding body positions in relation to space and direction, using positional language like 'sideways' and 'rotation'

PSHE

Building resilience through challenging physical activities, developing cooperation and communication skills, showing respect for others' efforts

Teacher Guidance

Positioning

Move around the hall to observe all students, position near students who need extra support, ensure clear sightlines to all working areas

Observation Focus

Watch for body alignment, control during transitions, partner cooperation, signs of fatigue or frustration

Intervention Points

Step in if technique becomes unsafe, provide encouragement when students struggle, offer modifications for different ability levels

Demonstration Notes

Always demonstrate with perfect technique, show movements slowly first then at normal speed, use students who demonstrate good technique as examples

Verbal Cues

•'Strong body like a plank!'
•'Smooth like a wheel turning!'
•'Hold it steady for 3 seconds!'
•'Help your partner improve!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m hall space to accommodate 30 students with adequate spacing between mats

Surface Check

Clean, dry, level floor surface suitable for gymnastics mats. Check for any obstacles or hazards around the activity area

Equipment Safety

Safety Checks

•Gymnastics mats must be clean, flat, and in good condition
•Check mats have no tears, worn areas, or unsafe edges
•Ensure adequate thickness for floor-based gymnastics work
•Cones should have no sharp edges or damage

Risk Management

Key Risks

•Wrist strain from weight-bearing positions
•Shoulder stress during side support holds
•Falls or loss of balance during transitions
•Collisions between students working too close together
•Fatigue leading to poor technique and potential injury

Risk Mitigation

•Progressive skill building from basic to advanced positions
•Adequate spacing between working pairs (minimum 2m)
•Regular rest breaks to prevent fatigue
•Proper warm-up and cool-down protocols
•Partner system for safety observation and support
•Modified positions for students with physical limitations

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around the space to provide individual guidance
•Monitor fatigue levels and adjust intensity accordingly
•Watch for proper technique to prevent strain injuries

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, and seek medical attention if required. Have contact details for school medical staff readily available.