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Lesson 3 - Weight On Hands

Individual to Partner Work

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Year 4

•

Gymnastics

•

45 min

Big Question

How can I use my hands as a strong foundation to create beautiful gymnastic sequences?

Learning Objectives

Compose a sequence of actions including weight on hands, showing control
Demonstrate control and body tension when taking weight on hands
Develop cartwheel progressions with proper technique

Key Outcomes

Students will perform controlled weight transfers onto hands
Students will demonstrate body tension and proper hand placement
Students will create and teach sequences to partners using the STEP model

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Spread across hall with clear pathways between

Alternative: Carpet tiles, yoga mats for individual work

Benches

4-6 benches

Position across hall with mats underneath for safety

Alternative: Low balance beams, gym boxes

Throw Down Markers

20-30 markers

Sets of 4 markers per cartwheel station (A-B-C-D pattern)

Alternative: Chalk markings, cones, bean bags

Box Tops

2-3 box tops

Alternative to benches for cartwheel progressions

Alternative: Low planks, balance beams

Key Vocabulary

Weight on hands

Supporting body weight using hands as the base of support

Body tension

Tight, controlled muscles throughout the body to maintain positions

Cartwheel

A sideways rotation where weight transfers from feet to hands to feet

Sequence

A series of connected gymnastic actions performed smoothly

STEP model

Space, Task, Equipment, People - framework for creating sequences

Hip lift

Raising the hips high above the hands for proper weight transfer

Skill Progression Pathway

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

Prior Learning

Basic balance positions
Simple weight transfers
Understanding of body tension

Current Skills

Weight on hands with control
Cartwheel progressions
Sequence building using STEP model

Next Steps

Advanced cartwheel technique
Complex gymnastic sequences
Partner work and counter-balances

Milestone Indicators

Sustained weight on hands for 3+ seconds

Smooth transitions between actions

Teaching sequences effectively to others

Key Teaching Points

Always establish correct hand placement before progressing to weight bearing
Build up gradually - small bunny hops before larger movements
Emphasise body tension throughout all weight on hands activities
Use the A-B-C-D pattern to make cartwheel progression logical and memorable
Encourage practice on both left and right sides for balanced development
Connect skills to sequence building using STEP model
Focus on quality of movement over quantity or speed

Common Misconceptions

Thinking weight on hands is only about arm strength - emphasise whole body tension
Believing cartwheels must be fast - teach slowly for control first
Assuming sequences need many elements - focus on quality connections
Thinking gymnastics is only for flexible students - emphasise strength and control
Believing mistakes are failures - frame as learning opportunities

SEN Adaptations

ADHD

Clear boundaries, frequent position changes, immediate feedback, short instruction bursts, physical movement breaks

dyspraxia

Extra practice time for motor planning, simplified sequences, visual cues for body position, break down complex movements

autism spectrum

Clear visual schedules, consistent routines, quiet zones available, step-by-step instruction cards, extra processing time

visual impairment

Clear verbal descriptions of all movements, tactile markers for hand/foot positions, partner guidance for orientation, bright coloured equipment

hearing impairment

Visual demonstrations, written instruction cards, hand signals for key teaching points, ensure face-to-face communication

physical disability

Modified positions (kneeling instead of standing), adapted equipment heights, focus on achievable weight-bearing, wheelchair-accessible alternatives

Cross-Curricular Links

English

Following instructions, explaining techniques to others, using descriptive language for movement, sequence vocabulary

Science

Forces in gymnastics, gravity and balance, muscle groups and body systems, levers and pivots in cartwheels

PSHE

Perseverance through challenges, supporting and encouraging others, building confidence, managing frustration when learning new skills

Teacher Guidance

Positioning

Circulate actively between stations, position to see all students, stay close to high-risk activities

Observation Focus

Hand placement, body tension, controlled movements, safe landing patterns, fatigue signs

Intervention Points

Step in when students rush progressions, correct unsafe technique immediately, provide encouragement during challenging moments

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Use side-on view for hand positions, face-on for body tension. Exaggerate key points for clarity.

Verbal Cues

•'Hands flat like starfish!'
•'Shoulders over hands!'
•'Tight body, strong core!'
•'High hips for high marks!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall with clear height for gymnastics activities

Surface Check

Non-slip surface, dry and clean, checked for obstacles and hazards

Equipment Safety

Safety Checks

•Benches stable and checked for splinters or damage
•Mats positioned under all raised equipment
•Markers secured and non-slip
•No loose clothing or jewelry that could catch

Risk Management

Key Risks

•Falls from benches during cartwheel practice
•Wrist strain from weight bearing activities
•Collisions between students
•Overexertion in weight on hands positions

Risk Mitigation

•Mats under all equipment at all times
•Progressive skill building with proper warm-up
•Clear spacing guidelines and boundaries
•Regular breaks and technique checks
•Immediate stoppage if fatigue observed

Supervision & Emergency Procedures

Supervision Points

•Position to observe all equipment simultaneously
•Active circulation between stations
•Focus on high-risk activities like cartwheel progression
•Monitor for signs of fatigue or discomfort

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, follow school accident procedures