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Lesson 5 - Bridge Sequence Completion

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 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

Gymnastics Mats

1 per pair (15)

Distributed around hall with apparatus

Alternative: Yoga mats or carpet tiles

Gymnastics Benches

4-6

Positioned safely around the hall

Alternative: Sturdy low tables or balance beams

Low Gymnastics Boxes

4-6

Secured and stable positioning

Alternative: Sturdy low platforms or steps

Score Sheets

1 per pair

Pre-prepared with key observation points

Alternative: Simple recording sheets or verbal feedback only

Music Player

Optional for sequence performance

Alternative: Rhythmic clapping or verbal counting

Key Vocabulary

Bridge balance

A balance where the body forms an arch shape with hands and feet on the floor

Flow

Smooth, continuous movement without stops or jerky actions

Extension

Stretching body parts to create long, strong lines

Connection points

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

Sequence

A series of movements performed one after another in order

Apparatus

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

Holds bridge balances with excellent stillness for 4+ seconds

Demonstrates smooth, flowing transitions between movements

Provides specific, helpful feedback to partners

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