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Lesson 4 - Shoulder Balances & Sequences

Creative Sequences & Partner Work

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Year 4

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Gymnastics

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Big Question

How can we create flowing sequences that connect different types of balances with control and creativity?

Learning Objectives

To create sequences moving seamlessly from front and back supports to other balances
To form different shapes with legs whilst in shoulder balances
To perform gymnastics movements with control and poise

Key Outcomes

Students will demonstrate smooth transitions between different balance positions
Students will show varied leg shapes during shoulder balance holds
Students will perform sequences with sustained control and good technique

Equipment & Resources Required

Gymnastics Mats

Benches, boxes, mats as stations

Distributed around hall with safe spacing

Alternative: Carpet tiles, yoga mats for practice

Cones

30 markers

Placed at regular intervals for warm-up course

Alternative: Bean bags, hoops for marking positions

Stopwatch

For timing apparatus setup and activities

Alternative: Smartphone timer, classroom clock

Video Device

1 (tablet/phone)

For capturing student performances for feedback

Alternative: Not essential but helpful for assessment

Key Vocabulary

Shoulder balance

Supporting body weight on shoulders with legs in the air

Sequence

A series of movements performed one after another in order

Transition

The movement that connects one position to another

Poise

Calm, controlled and graceful movement

Support

Using body parts to hold body weight

Straddle

Legs wide apart to the sides

Skill Progression Pathway

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

Prior Learning

Basic balancing on different body parts
Simple front and back supports
Understanding of balance and stability

Current Skills

Shoulder balance techniques with leg variations
Smooth transitions between balance positions
Creating structured movement sequences

Next Steps

Advanced partner balancing
Complex gymnastic sequences on apparatus
Flight elements and dynamic movements

Milestone Indicators

Holds shoulder balance for 5+ seconds

Shows 3+ different leg shapes

Transitions smoothly between balances

Demonstrates control and poise throughout

Key Teaching Points

Safety in shoulder balances - weight on shoulders not neck
Quality over quantity in sequence building
Smooth transitions are as important as the balances themselves
Creative exploration within safe boundaries
Building confidence through progressive challenges
Self-assessment and reflection skills development
Positive peer feedback and encouragement

Common Misconceptions

That neck should support weight in shoulder balance - emphasise upper back and shoulders
That sequences should be rushed - focus on control and poise
That apparatus work is just about height - explore creative positioning and angles
That only advanced students can create good sequences - celebrate effort and creativity

SEN Adaptations

ADHD

Short, focused activities with regular movement, clear boundaries, frequent positive feedback

dyspraxia

Break down sequences into smaller steps, extra practice time, simplified movements

autism spectrum

Clear structure with visual sequence cards, consistent routines, quiet spaces available

visual impairment

Verbal descriptions of balance positions, tactile guidance for positioning, buddy system

hearing impairment

Visual demonstrations, written instruction cards, hand signals for feedback

physical disability

Seated balance alternatives, adapted apparatus heights, focus on achievable movements

Cross-Curricular Links

Maths

Counting to 5 for balance holds, geometry of body shapes, angles in balance positions

Science

Forces and balance, centre of gravity, how muscles work to maintain positions

Art

Body shapes creating visual patterns, sequence design as creative expression

PSHE

Building confidence, supporting peers, self-assessment and reflection skills

Teacher Guidance

Positioning

Move around hall to observe technique closely, especially during shoulder balance work

Observation Focus

Weight distribution in balances, smooth transitions, safety awareness on apparatus

Intervention Points

Correct shoulder balance technique immediately, stop unsafe apparatus use

Demonstration Notes

Show all balances clearly, emphasise safety points, use students to demonstrate good examples

Verbal Cues

•'Shoulders supporting, not your neck!'
•'Smooth and controlled movements!'
•'Hold it steady, count to five!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 20m with clear boundaries

Surface Check

Non-slip surface essential, mats placed securely for gymnastics work

Equipment Safety

Safety Checks

•Gymnastics mats checked for tears and secure placement
•Apparatus inspected before use and positioned safely
•Adequate spacing between apparatus stations

Risk Management

Key Risks

•Neck injury from incorrect shoulder balance technique
•Falls from apparatus
•Collisions during movement activities
•Overexertion during advanced balance attempts

Risk Mitigation

•Emphasise weight on shoulders, not neck throughout lesson
•Proper warm-up including shoulder and neck preparation
•Progressive skill building from floor to apparatus
•Clear apparatus safety rules enforced consistently
•Adequate supervision ratios for apparatus work

Supervision & Emergency Procedures

Supervision Points

•Position to observe shoulder balance technique closely
•Active monitoring during apparatus work
•Immediate intervention for incorrect technique

Emergency Procedures

Stop activity immediately if injury suspected, clear protocols for neck injury concerns