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Lesson 1 - Balancing on Points and Patches

Group Sync & Shape Contrast

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Year 4

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Gymnastics

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Big Question

How can we create amazing balances using different body parts and work perfectly in time with a partner?

Learning Objectives

Develop control and balance using different points and patches of contact
Perform synchronized movements with a partner with precision
Understand and apply the concept of points of contact in gymnastics

Key Outcomes

Students will demonstrate controlled balances using 1-5 points of contact
Students will perform matching movements with a partner in synchrony
Students will explain what makes a successful balance and partnership work

Equipment & Resources Required

Gymnastics Mats

6 stations (benches, tables, wall bars, mats)

Distributed around apparatus stations

Alternative: Carpet squares, yoga mats for individual work

Large dice

Teacher to hold during main activity

Alternative: Number cards 1-6, digital dice on tablet

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer, classroom clock with second hand

Digital Cameras

For recording assessment evidence of students' work

Alternative: Smartphone with video capability

Key Vocabulary

Point of contact

A single, small part of the body touching the ground (like hand, foot, knee, elbow)

Patch of contact

A larger area of the body touching the ground (like back, side, stomach)

Synchrony

Moving at exactly the same time as your partner, like a mirror

Control

Moving smoothly and steadily, not wobbling or rushing

Poise

Looking confident and elegant while performing, with good posture

Skill Progression Pathway

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

Prior Learning

Basic balancing on different body parts
Simple partner work and copying movements
Understanding of personal space and safe movement

Current Skills

Controlled balancing using specific numbers of contact points
Synchronized partner work with lead and follow roles
Creative balance sequences with smooth transitions

Next Steps

Complex partner sequences with role changes
Apparatus-based synchronized routines
Incorporating dynamics and levels into partner work

Milestone Indicators

Holds balances for 3+ seconds with control

Matches partner movements within 1 second timing

Creates original balances not demonstrated by others

Key Teaching Points

Points of contact are small, specific body parts - fingers, hands, feet, knees, elbows
Patches of contact are larger body surfaces - back, side, stomach - and count as one contact point
Synchrony means moving at exactly the same time as your partner, like a mirror
Control means holding balances steady for at least 3 seconds without wobbling
Poise means looking confident and elegant with good posture and extended limbs
Clear leadership in partner work means moving slowly and deliberately for others to follow
Apparatus safety is non-negotiable - always carry in pairs, never run, follow all procedures

Common Misconceptions

Thinking that patches count as multiple contact points instead of one
Believing that synchrony means moving fast together rather than moving precisely together
Assuming that creative balances must be difficult or dangerous rather than innovative within safe limits
Thinking that the leader in partner work should move quickly rather than clearly
Believing that apparatus work is about tricks rather than controlled, quality movement

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and spaces, use movement breaks between static activities

dyspraxia

Simplify balance combinations, allow extra practice time, provide step-by-step visual guides for apparatus setup

autism spectrum

Provide clear structure and routine, use visual schedules for lesson sections, allow processing time for partner changes

visual impairment

Use verbal descriptions of balances, provide tactile guidance for apparatus setup, ensure clear audio cues for timing

hearing impairment

Use visual demonstrations extensively, provide written instruction cards, use hand signals for timing and feedback

physical disability

Adapt balance requirements to individual ability, use supportive seating for modified balances, focus on achievable contact points

Cross-Curricular Links

Maths

Counting contact points accurately, adding dice numbers, creating number patterns in sequences

Science

Understanding balance and forces, centre of gravity in different positions, muscle work during static holds

Art

Creating aesthetically pleasing shapes and balances, appreciating form and composition in movement

PSHE

Partnership skills, giving constructive feedback, building confidence through achievement and cooperation

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally during demonstrations and feedback

Observation Focus

Watch for balance control, partner synchrony timing, safety awareness during apparatus work

Intervention Points

Step in if students struggling with balance concept, poor partner communication, or safety concerns

Demonstration Notes

Use clear, slow demonstrations for complex concepts, involve students in demonstrations, emphasise key teaching points visually

Verbal Cues

•'Hold that balance steady!'
•'Watch your partner carefully!'
•'Think about your points of contact!'
•'Show me control and poise!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m, clear of obstacles with apparatus storage area

Surface Check

Non-slip floor surface, dry and clean, appropriate for gymnastics activities

Equipment Safety

Safety Checks

•Check all apparatus is stable and properly positioned before use
•Ensure mats are placed securely around apparatus
•Verify dice is large enough not to be a choking hazard
•Check apparatus carried correctly in pairs

Risk Management

Key Risks

•Falls from apparatus or during balancing
•Collisions between students during partner work
•Overexertion during support position holds
•Unsafe apparatus handling

Risk Mitigation

•Clear boundaries established around each apparatus station
•Adequate spacing between pairs during partner work
•Progressive skill building from simple to complex balances
•Strict apparatus rules enforced throughout
•Regular safety reminders during transitions

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Monitor apparatus setup and pack-away procedures
•Watch for signs of fatigue during balance holds
•Ensure safe spacing during partner synchrony work

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, clear space for assistance access