Lesson 2 - Asymmetrical Supports and Spinning
Creative Sequences & Partner Work
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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How can we create smooth, flowing sequences using asymmetrical body positions and spinning movements?
Learning Objectives
- To develop the ability to take weight on hands in front and back asymmetrical supports
- To perform controlled spinning movements while maintaining asymmetry
- To create and refine sequences combining supports and spins with smooth transitions
Key Outcomes
- Students will demonstrate asymmetrical supports with clear body positioning
- Students will spin with control while maintaining asymmetrical shapes
- Students will evaluate performances using correct technical language
Equipment & Resources Required
Spread throughout hall for apparatus work, ensure adequate spacing
Alternative: Exercise mats, carpet tiles for floor work
Various heights and surfaces for asymmetrical supports
Alternative: Benches, low tables, sturdy chairs
Mark boundaries for warm-up game and apparatus areas
Alternative: Bean bags, markers
For timing apparatus setup challenge
Alternative: Smartphone timer, wall clock
For recording peer assessment sessions
Alternative: Tablet, smartphone
Key Vocabulary
When both sides of the body are in different positions or shapes
Taking weight on hands with body facing downward, feet on floor
Taking weight on hands with body facing upward, feet on floor
Rotating movement around a central point on the body
The smooth movement from one position to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic front and back support positions
- Simple spinning movements on different body parts
- Understanding of points and patches of body contact
Current Skills
- Asymmetrical front and back support positions
- Controlled spinning while maintaining asymmetry
- Sequence building with smooth transitions
Next Steps
- Complex asymmetrical sequences on apparatus
- Partner and group sequences
- Performance with rhythm and flow
Milestone Indicators
Key Teaching Points
- Asymmetrical means both sides of the body are in different positions or shapes
- Support positions require straight, strong arms and engaged core muscles
- Hold each position for a clear count before transitioning to the next movement
- Spinning movements should be controlled, not fast and out of control
- Use technical vocabulary when giving feedback to help others improve
- Apparatus work requires following safety rules at all times
- Smooth transitions make sequences look more professional and controlled
Common Misconceptions
- Thinking asymmetrical means 'wonky' or uncontrolled rather than deliberately different on each side
- Believing faster spinning looks more impressive than controlled spinning
- Assuming support positions only need arm strength without engaging the core
- Thinking feedback should only point out mistakes rather than highlighting good technique too
- Believing apparatus work is just about using equipment rather than enhancing the gymnastics skills
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks between static holds, use visual timers for activity durations
dyspraxia
- Demonstrate movements multiple times, use simplified asymmetrical shapes initially, provide additional practice time for coordination
autism spectrum
- Provide visual sequence cards showing the lesson structure, allow extra processing time for feedback, create quiet spaces for regulation
visual impairment
- Use verbal descriptions of asymmetrical shapes, provide tactile guidance for body positioning, use bright visual markers for apparatus boundaries
hearing impairment
- Use clear visual demonstrations, written instruction cards with key points, visual signals for start and stop
physical disability
- Adapt support positions for wheelchair users, use alternative asymmetrical shapes within physical capabilities, modified apparatus heights
Cross-Curricular Links
English
Technical vocabulary development, giving clear feedback, following complex instructions, descriptive language for movement
Maths
Counting beats and holds, understanding symmetry and asymmetry, measuring angles in body positions, timing sequences
Science
Muscle fatigue and energy systems, forces and balance, body systems during exercise, understanding of strength and endurance
Art
Creating interesting body shapes and lines, understanding of balance and composition in movement sequences
Teacher Guidance
Positioning
Move around the space during individual work, position centrally during demonstrations, near apparatus during equipment phases
Observation Focus
Watch for asymmetrical body shapes, controlled movements, safe apparatus use, quality of peer interactions
Intervention Points
Step in if safety rules broken, support struggling students with simpler alternatives, challenge advanced students with variations
Demonstration Notes
Exaggerate asymmetrical shapes for clarity, show transitions slowly and smoothly, involve students in demonstrations when appropriate
Verbal Cues
- •'Make your shapes clearly asymmetrical'
- •'Hold for 3 clear counts'
- •'Smooth transition into your spin'
- •'Use your technical vocabulary in feedback'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 20m clear floor space plus room for apparatus stations
Surface Check
Non-slip surface essential for support positions and spinning, check for any hazards or wet areas
Equipment Safety
Safety Checks
- •All apparatus checked for stability and secure positioning
- •Mats placed appropriately for landing areas
- •Cones and markers positioned away from movement areas
Risk Management
Key Risks
- •Collision during spinning movements
- •Apparatus-related injuries from improper use
- •Muscle strain from isometric holds
- •Falls during asymmetrical support positions
Risk Mitigation
- •Clear boundaries established for individual work spaces
- •Apparatus rules rehearsed and enforced consistently
- •Progressive skill building from floor to apparatus work
- •Controlled movement speeds emphasised throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Monitor apparatus handling during setup and pack away
- •Watch for fatigue during strength activities
Emergency Procedures
Stop signal understood by all, clear evacuation routes, first aid kit accessible, accident reporting procedures known