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Lesson 1 - Body Weight & Spinning Skills

Creative Sequences & Partner Work

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Year 4

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Gymnastics

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Big Question

How can we use different points and patches on our body to create controlled, graceful gymnastics movements?

Learning Objectives

To develop the ability to support body weight on hands and feet in symmetrical positions
To explore and perform controlled spinning movements using different points and patches
To create and perform a routine combining weight support and spinning with control and poise

Key Outcomes

Students will be able to hold front and back support positions for 5+ seconds
Students will demonstrate smooth transitions between different spinning movements
Students will perform a 6-move routine showing control, clarity and good starting positions

Equipment & Resources Required

Gymnastics Mats

7 stations (benches, boxes, low beams)

Distributed around apparatus areas and practice spaces

Alternative: Carpet tiles or marked floor spaces

Cones

20-25

Placed at regular intervals for warm-up activity spacing

Alternative: Bean bags or markers

Stopwatch

For timing apparatus setup and activities

Alternative: Phone timer or wall clock

Video Device

1 (tablet/phone)

For assessment and feedback purposes

Alternative: Camera or observation sheets

Key Vocabulary

Points

Small areas of support on the human body such as hands, knees, feet, elbows

Patches

Large body mass areas including bottom, front (stomach), back, and sides

Symmetrical support

Both sides of the body are doing the same thing - balanced and even

Control

Smooth, steady movements without wobbling or rushing

Poise

Graceful, confident movement with good posture and balance

Transition

The movement that connects one shape or position to another

Skill Progression Pathway

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

Prior Learning

Basic gymnastic shapes and balances
Understanding of body awareness and spatial concepts
Experience with simple weight-bearing activities

Current Skills

Supporting body weight on hands and feet in symmetrical positions
Controlled spinning movements using points and patches
Creating routines with clear transitions and holds

Next Steps

More complex apparatus work with increased height and challenge
Partner and group gymnastic sequences
Advanced spinning techniques and asymmetrical balances

Milestone Indicators

Can hold front/back supports without shaking for 5+ seconds

Demonstrates smooth, controlled spinning with clear start/finish positions

Shows clear understanding of points vs patches through movement choices

Key Teaching Points

Points are small body parts (hands, feet, knees) while patches are large areas (back, front, bottom)
Support positions require straight body lines and active muscle engagement
Spinning movements need clear starting positions and controlled speed
Transitions should be smooth and purposeful, not rushed
Apparatus work builds on floor skills - transfer learning appropriately
Self-reflection improves performance - encourage thoughtful practice
Safety procedures are non-negotiable even under time pressure

Common Misconceptions

That spinning faster shows better skill - emphasise control over speed
That apparatus work is completely different from floor work - show connections
That support positions are just about arm strength - whole body engagement needed
That good gymnastics looks effortless - explain the strength and control required
That mistakes mean failure - frame as learning opportunities
That only athletic children can succeed - show multiple ways to demonstrate skill

SEN Adaptations

ADHD

Frequent position changes, clear boundaries for activities, immediate feedback and praise, movement breaks integrated

dyspraxia

Simplified movement patterns initially, extra practice time, step-by-step breakdown of complex skills, equipment modifications

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available for overwhelm, consistent apparatus layout

visual impairment

Clear verbal descriptions of all movements, tactile guidance for apparatus setup, buddy system for navigation

hearing impairment

Visual demonstrations of all skills, hand signals for instructions, written routine cards available

physical disability

Modified support positions on different levels, adapted spinning movements, wheelchair-accessible apparatus options

Cross-Curricular Links

English

Technical vocabulary development, giving clear instructions, descriptive language for movements

Maths

Counting to 5 for holds, timing activities, spatial awareness and angles in spinning movements

Science

Forces and balance, gravity and centre of mass, body systems working during exercise

PSHE

Perseverance when learning difficult skills, giving constructive feedback, celebrating others' achievements

Teacher Guidance

Positioning

Move around the class constantly, positioning for maximum visibility during apparatus work

Observation Focus

Watch for quality of support positions, control during spinning, safe apparatus use

Intervention Points

Step in if students showing signs of dizziness, unsafe apparatus use, or poor technique leading to injury risk

Demonstration Notes

Demonstrate: Perfect support positions with exaggerated straight lines. Show common errors to avoid. Use students as positive examples when appropriate.

Verbal Cues

•'Strong arms and straight body!'
•'Control that spin - clear start and finish!'
•'Safety first on apparatus!'
•'Hold it steady for the full count!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 20m for spinning activities and apparatus circuit

Surface Check

Non-slip surface essential, mats available for floor work, apparatus stable and secure

Equipment Safety

Safety Checks

•All apparatus checked before use for stability and damage
•Mats positioned correctly around apparatus
•Adequate spacing between apparatus stations

Risk Management

Key Risks

•Dizziness from spinning movements
•Falls from apparatus
•Collisions during transitions
•Overexertion in support positions

Risk Mitigation

•Controlled spinning with clear start/stop positions
•Progressive skill building before apparatus work
•Clear movement pathways and spider walking between stations
•Monitoring for fatigue and appropriate rest periods

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of apparatus area
•Monitor spinning activities for dizziness
•Ensure safe apparatus setup and pack away procedures

Emergency Procedures

Stop activity immediately for any safety concern, assess situation, provide appropriate first aid or support, alternative activity for affected student