Lesson 5 - Bridge Sequence Completion
Mastering Bridge Balances: From Stability to Sequence
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we combine individual and partner bridges to create a flowing gymnastics sequence that demonstrates excellence and creativity?
Learning Objectives
- To complete gymnastics sequences incorporating individual and partner bridge balances
- To demonstrate flow and fluidity when transitioning between movements and apparatus
- To evaluate and improve performance through peer assessment
Key Outcomes
- Students will perform complete sequences with individual and partner bridge balances
- Students will demonstrate smooth transitions and flow in their movements
- Students will provide constructive feedback to improve performances
Equipment & Resources Required
Distributed around hall with apparatus
Alternative: Yoga mats or carpet tiles
Positioned safely around the hall
Alternative: Sturdy low tables or balance beams
Secured and stable positioning
Alternative: Sturdy low platforms or steps
Pre-prepared with key observation points
Alternative: Simple recording sheets or verbal feedback only
Optional for sequence performance
Alternative: Rhythmic clapping or verbal counting
Key Vocabulary
A balance where the body forms an arch shape with hands and feet on the floor
Smooth, continuous movement without stops or jerky actions
Stretching body parts to create long, strong lines
The parts of the body that touch the ground or apparatus during a balance
A series of movements performed one after another in order
Equipment used in gymnastics such as mats, benches, and boxes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic bridge balances
- Students understand the concept of stillness and silence in balances
- Students have worked with partners to create simple sequences
Current Skills
- Completing full sequences with individual and partner bridges
- Demonstrating flow and fluidity in transitions
- Using peer assessment to improve performances
Next Steps
- Creating more complex gymnastics sequences with multiple elements
- Incorporating additional apparatus into sequences
- Developing advanced partner work skills
Milestone Indicators
Key Teaching Points
- Bridge balances must be still, silent, and show extension
- Flow means smooth, continuous movement without stops
- Sequences should show variety in levels and apparatus use
- Partner cooperation requires communication and timing
- Safety is paramount when working on apparatus
- Quality should improve with each practice attempt
- Peer feedback should be specific and helpful
Common Misconceptions
- Flow means moving quickly - correct: flow means smooth, controlled movement
- Bridge balance only means back bridge - correct: includes front and side bridges
- Partner balances can be wobbly if interesting - correct: all balances must be stable first
- Apparatus makes sequences automatically better - correct: quality technique is most important
- Feedback should only point out mistakes - correct: include strengths and suggestions
SEN Adaptations
ADHD
- Shorter practice segments, clear physical boundaries, regular movement breaks built into activities
dyspraxia
- Simplified sequences initially, additional practice time, buddy support for complex movements
autism spectrum
- Clear visual sequence cards, consistent routine structure, quiet space available if needed
visual impairment
- Use tactile markers on apparatus, detailed verbal descriptions of bridge positions, buddy system for guidance
hearing impairment
- Visual demonstrations of all movements, hand signals for timing, written instruction cards available
physical disability
- Adapted bridge positions (supported or modified), wheelchair-accessible apparatus arrangements, peer support roles
Cross-Curricular Links
English
Vocabulary development (flow, extension, sequence), following complex instructions, peer feedback communication
Maths
Counting 4-second holds, measuring angles in bridge positions, sequencing and ordering movements
Science
Body systems working during exercise, forces and balance, muscle tension and relaxation
Art
Creating pleasing shapes and lines with the body, composition of sequences, aesthetic appreciation
PSHE
Cooperation and teamwork, giving constructive feedback, building confidence through achievement
Teacher Guidance
Positioning
Move around hall to observe all pairs, position near apparatus when students are practicing elevated bridges
Observation Focus
Watch for bridge technique, flow in transitions, partner cooperation and safety awareness
Intervention Points
Step in if bridge technique unsafe, if partners not cooperating effectively, or if equipment used unsafely
Demonstration Notes
Use clear, exaggerated movements to show flow vs choppy actions. Demonstrate excellent vs poor bridge positions for contrast.
Verbal Cues
- •'Still, silent, extension!'
- •'Flow like water!'
- •'Wait for your partner's signal!'
- •'Four gymnastics seconds!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m with apparatus stations around perimeter
Surface Check
Non-slip surface, clean and dry, free from debris or hazards
Equipment Safety
Safety Checks
- •Check all apparatus is stable and properly positioned
- •Ensure mats are flat and secure near apparatus
- •Verify adequate spacing between apparatus stations
Risk Management
Key Risks
- •Falls from apparatus during bridge balances
- •Collisions between partners during movement
- •Overextension or strain during bridge positions
Risk Mitigation
- •Progressive skill building from floor to apparatus
- •Clear safety rules for moving over/under partners
- •Adequate spacing and supervision during practice
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus stations
- •Monitor partner interactions for safety
- •Be ready to assist with apparatus balances
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid and support