Lesson 3 - Weight On Hands
Individual to Partner Work
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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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
Spread across hall with clear pathways between
Alternative: Carpet tiles, yoga mats for individual work
Position across hall with mats underneath for safety
Alternative: Low balance beams, gym boxes
Sets of 4 markers per cartwheel station (A-B-C-D pattern)
Alternative: Chalk markings, cones, bean bags
Alternative to benches for cartwheel progressions
Alternative: Low planks, balance beams
Key Vocabulary
Supporting body weight using hands as the base of support
Tight, controlled muscles throughout the body to maintain positions
A sideways rotation where weight transfers from feet to hands to feet
A series of connected gymnastic actions performed smoothly
Space, Task, Equipment, People - framework for creating sequences
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
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