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Lesson 2 - Bridge Balances on Apparatus

Mastering Bridge Balances: From Stability to Sequence

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Year 4

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Gymnastics

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45 min

Big Question

How can we create excellent bridge balances on apparatus and move out of them with flow?

Learning Objectives

To recreate bridge balances on gymnastics apparatus working with a partner
To develop movements out of bridge balances that demonstrate flow and control
To apply different levels and connection points to make bridges more interesting

Key Outcomes

Students will create excellent bridge balances on apparatus with their partner
Students will demonstrate smooth transitions when moving out of balances
Students will provide constructive feedback to improve their own and others' performances

Equipment & Resources Required

Gymnastics Benches

4-6 benches

Position around hall perimeter with adequate spacing, ensure all hooks/clips secure

Alternative: Low boxes, sturdy chairs (check weight limits)

Gymnastics Mats

8-12 mats

Place under and around apparatus, ensure no gaps between mats

Alternative: Exercise mats, yoga mats (for floor work only)

Low Gymnastics Boxes

3 boxes

Position away from walls, check stability before use

Alternative: Sturdy platforms, stacked mats (maximum 2 high)

Cones

8-12 cones

Mark safe zones around apparatus and waiting areas

Alternative: Bean bags, coloured markers, tape marks

Tunnel Systems

1 system with remote

Position for clear audio throughout hall, test volume levels

Alternative: Phone/tablet with portable speaker, whistle for timing

Key Vocabulary

Bridge

A balance where the body creates an arch shape over an obstacle or space, like a bridge over water

Apparatus

Gymnastics equipment such as benches, mats, boxes that we use to create balances and movements

Flow

Smooth, continuous movement from one position to another without jerky or sudden stops

Levels

Different heights in gymnastics - high (standing), medium (kneeling), low (lying/sitting)

Connection points

The parts of the body that touch your partner or the apparatus during a balance

Transition

The movement that takes you from one balance or position to another

Skill Progression Pathway

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

Prior Learning

Basic bridge shapes on the floor (from Lesson 1)
Understanding of gymnastics safety around apparatus
Working cooperatively with a partner
Basic balance skills and body awareness

Current Skills

Creating bridge balances on apparatus with partners
Moving out of balances with flow
Using different levels and connection points
Peer assessment and feedback skills

Next Steps

Developing longer sequences including bridge balances
Adding travelling movements between apparatus
Creating group balances and formations
Performance and evaluation skills

Milestone Indicators

Confident selection and safe use of apparatus

Clear bridge shapes maintained for 3+ seconds

Smooth transitions out of balances

Constructive feedback given to peers

Key Teaching Points

Bridge balances require clear arch shape with weight on hands and feet only
Different levels (high/low) create more interesting partner combinations
Safety on apparatus means checking stability before mounting and controlled movements throughout
Flow means smooth, controlled transitions rather than sudden or jerky movements
Constructive feedback focuses on specific improvements rather than general praise
Partner cooperation requires communication, listening, and shared responsibility for safety

Common Misconceptions

Students thinking any arch shape counts as a bridge - emphasise clear weight distribution
Believing louder/faster movements are better - focus on control and quality
Assuming feedback should only be positive - teach constructive suggestions for improvement
Thinking apparatus work is less safe than floor work - emphasise increased safety requirements
Believing all bridge balances should look the same - encourage creative variations within safety limits

SEN Adaptations

ADHD

Frequent position changes, clear boundaries marked, regular active participation, immediate feedback

dyspraxia

Extra practice time for coordination, simplified movement patterns initially, verbal cueing for body awareness

autism spectrum

Clear structure and routine, visual schedule of lesson phases, quiet practice zones available if needed

visual impairment

Use verbal descriptions of bridge positions, tactile guidance for apparatus exploration, bright equipment markings

hearing impairment

Visual demonstrations of all techniques, hand signals for safety, written instruction cards available

physical disability

Adapted bridge positions using chairs or supports, modified apparatus heights, peer support for stability

Cross-Curricular Links

Maths

Geometry - understanding angles in bridge shapes, measuring heights and levels, counting holds and repetitions, spatial awareness

Science

Forces and balance - how the body maintains equilibrium, lever principles in bridge positions, gravity and weight distribution

Art

Creating interesting shapes and forms with the body, understanding levels and composition, visual aesthetics of movement

PSHE

Partnership and cooperation skills, giving and receiving feedback constructively, building confidence through achievement

Teacher Guidance

Positioning

Central position to observe all apparatus work, move between pairs during practice phases

Observation Focus

Monitor bridge technique quality, partner cooperation, safe apparatus use, and smooth transitions

Intervention Points

Step in immediately for unsafe apparatus use, provide support for struggling partnerships, offer technique improvements

Demonstration Notes

Use apparatus to show techniques clearly, emphasise safety procedures visually, model partner cooperation and communication

Verbal Cues

•'Push up from hands and feet for clear bridge shape!'
•'One high, one low - create interesting levels!'
•'Flow like water when moving out of balances!'
•'Safety first - check your apparatus is stable!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with apparatus positioned around perimeter, 2m clear space around each apparatus piece

Surface Check

Non-slip hall surface, all mats positioned correctly under and around apparatus with no gaps

Equipment Safety

Safety Checks

•Check all apparatus is stable and secure before lesson
•Verify benches have secure hooks/clips fastened
•Ensure boxes are not wobbling or unstable
•Check mats are flat with no curled edges or tears

Risk Management

Key Risks

•Falls from apparatus during mounting/dismounting
•Collisions between pairs during apparatus work
•Unstable connections causing partner falls
•Improper use of apparatus leading to equipment failure

Risk Mitigation

•Demonstrate safe mounting and dismounting procedures
•Establish one pair per apparatus piece rule
•Check apparatus stability before each use
•Ensure proper mat positioning throughout lesson
•Monitor partner work for safe connections

Supervision & Emergency Procedures

Supervision Points

•Position to observe all apparatus stations simultaneously
•Circulate continuously during apparatus work phases
•Give immediate feedback on unsafe practices
•Monitor partner dynamics for safety and cooperation

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation routes maintained, adult assistance available if needed