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Lesson 2 - Asymmetrical Supports and Spinning

Creative Sequences & Partner Work

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Year 4

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Gymnastics

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1h 10min

Big Question

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

Gymnastics Mats

1 per 4 students

Spread throughout hall for apparatus work, ensure adequate spacing

Alternative: Exercise mats, carpet tiles for floor work

Apparatus

6-8 stations

Various heights and surfaces for asymmetrical supports

Alternative: Benches, low tables, sturdy chairs

Cones

Mark boundaries for warm-up game and apparatus areas

Alternative: Bean bags, markers

Stopwatch

For timing apparatus setup challenge

Alternative: Smartphone timer, wall clock

Video Device

1 (optional)

For recording peer assessment sessions

Alternative: Tablet, smartphone

Key Vocabulary

Asymmetrical

When both sides of the body are in different positions or shapes

Front support

Taking weight on hands with body facing downward, feet on floor

Back support

Taking weight on hands with body facing upward, feet on floor

Spinning

Rotating movement around a central point on the body

Transition

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

Clear distinction between symmetrical and asymmetrical shapes

Ability to hold supports for specified counts

Smooth transitions between movements

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