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Lesson 6 - Bridge Balance Performance and Assessment

Mastering Bridge Balances: From Stability to Sequence

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Year 4

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Gymnastics

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54 min

Big Question

How can we demonstrate mastery of bridge balances through performance and thoughtful assessment?

Learning Objectives

To perform a complete bridge balance sequence with excellent technique and flow
To assess and provide constructive feedback on gymnastics performances
To demonstrate respect and cooperation when performing and observing

Key Outcomes

Students will perform polished bridge sequences showing excellent technique
Students will complete peer assessment sheets accurately and respectfully
Students will demonstrate performance skills and assessment understanding

Equipment & Resources Required

Gymnastics Mats

Varied selection (benches, boxes, mats)

Distributed around hall in same formation as previous lessons

Alternative: Large PE equipment if apparatus unavailable

Score Sheets

Half class number (pairs share)

Pre-positioned around performance area with pencils

Alternative: Clipboards with simple criteria written

Net Materials

Displayed visually

Posted where all students can see during assessments

Alternative: Verbal reminders if no display available

Key Vocabulary

Performance

Demonstrating skills with confidence and control for an audience

Assessment

Observing and evaluating the quality of gymnastics work

Flow

Smooth, continuous movement between balances and travels

Peer feedback

Constructive comments given by classmates about performance

Sequence

A series of movements performed in order with clear beginning and end

Skill Progression Pathway

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

Prior Learning

Individual bridge balances on apparatus
Partner bridge balances with levels and connection points
Basic sequence construction and practice
Understanding of gymnastics performance criteria

Current Skills

Refined sequence performance with excellent technique
Peer assessment and observation skills
Constructive feedback delivery

Next Steps

Complex apparatus combinations
Advanced flow and transition skills
Self-choreographed sequences

Milestone Indicators

Sequences performed with confidence and control

Assessment comments show understanding of quality criteria

Respectful performance and observation behaviour

Key Teaching Points

Performance differs from practice - confidence, control and audience awareness essential
Assessment requires active observation of specific technical and creative criteria
Constructive feedback uses positive language and specific observations
Bridge balances require stillness, extension and controlled entry/exit
Sequence flow connects individual elements smoothly and continuously
Respect for all performers creates a supportive learning environment
Self-reflection helps students recognise their progress and achievements

Common Misconceptions

Performance anxiety means inability - teach confidence-building strategies
Assessment is about finding faults - emphasise observation and celebration of strengths
Complex sequences are always better - focus on excellent execution of achievable elements
Bridge balances must be held forever - teach appropriate timing (4-5 seconds)
Flow means speed - emphasise controlled, smooth transitions over rushing
Assessment sheets are just writing - teach active observation and meaningful feedback

SEN Adaptations

ADHD

Clearly defined roles during performance and assessment, movement breaks between observations, immediate feedback

dyspraxia

Simplified sequences focusing on achievable elements, extra practice time, alternative assessment methods if writing difficult

autism spectrum

Clear performance structure and timing, visual schedule for lesson phases, quiet observation area if needed

visual impairment

Tactile exploration of apparatus, verbal descriptions of other performances, buddy system for assessment support

hearing impairment

Visual demonstration of all instructions, written assessment criteria displayed, clear visual signals for performance timing

physical disability

Adapted bridge positions according to ability, modified apparatus height, alternative balance challenges

Cross-Curricular Links

English

Descriptive language for performance feedback, vocabulary development for gymnastics terms, listening skills during peer assessment

Maths

Scoring and assessment using numerical criteria, timing sequences accurately, calculating performance averages

Art

Aesthetic appreciation of movement quality, understanding of creative expression through physical movement

PSHE

Building confidence through performance, developing empathy through assessment, celebrating individual achievements and differences

Teacher Guidance

Positioning

Central location during instruction, circulating during practice, optimal viewing position during performances

Observation Focus

Technical mastery of bridge balances, sequence flow and timing, assessment accuracy and respectful behaviour

Intervention Points

Support nervous performers, ensure accurate peer assessment, maintain positive performance atmosphere

Demonstration Notes

Model excellent performance attitude, show specific assessment observations, demonstrate constructive feedback language

Verbal Cues

•'Performance position - ready to impress!'
•'Assessors - what specific technique did you notice?'
•'Flow between your balances like water'
•'Celebrate everyone's unique gymnastics'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall with apparatus spread for simultaneous practice, central performance area for showcases

Surface Check

Non-slip hall surface, mats placed under apparatus for safe landings

Equipment Safety

Safety Checks

•All apparatus checked for stability before lesson
•Benches and boxes positioned with adequate safety margins
•Mats placed strategically under bridge balance positions

Risk Management

Key Risks

•Falls from apparatus during bridge balances
•Collisions during sequence performance
•Overconfidence leading to unsafe techniques

Risk Mitigation

•Teacher supervises all apparatus use closely
•Clear performance areas established with adequate space
•Progressive warm-up ensures physical preparation
•Emphasis on control over complexity in performances

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Close monitoring during performance phase
•Special attention to students attempting advanced elements

Emergency Procedures

Clear access to performance area maintained, first aid kit accessible, stop signal established