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Lesson 4 - Bridge Sequence Formation

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 an excellent gymnastics sequence using individual and pair bridge balances with smooth, flowing movements?

Learning Objectives

To develop a gymnastics sequence incorporating individual and pair bridge balances
To demonstrate excellent technique when moving over, under, and around partner's bridge balances
To understand and apply the concept of 'flow' in gymnastics sequences

Key Outcomes

Students will create a sequence showing clear individual and pair bridge balances
Students will demonstrate smooth transitions between movements and apparatus
Students will explain what makes a bridge balance 'excellent' and 'interesting'

Equipment & Resources Required

Gymnastics Mats

Various pieces (benches, boxes, tables)

Spread around hall with clear pathways between

Alternative: Yoga mats or carpet tiles if large mats unavailable

Cones

20 cones

Mark boundaries and pathways between apparatus

Alternative: Bean bags or laminated cards

Key Vocabulary

Bridge balance

A gymnastics position where the body forms an arch shape, supported by hands and feet

Sequence

A connected series of movements performed one after another with purpose

Flow

Smooth, continuous movement without pauses or awkward transitions

Connection points

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

Levels

The height at which movements are performed - high, medium, or low

Skill Progression Pathway

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

Prior Learning

Basic bridge balance positions
Safe travelling movements
Working cooperatively with a partner
Understanding of gymnastics apparatus

Current Skills

Creating sequences with bridge balances
Moving over and under partner balances
Applying concept of flow in movement
Peer assessment and feedback skills

Next Steps

Complex sequence choreography
Advanced bridge variations
Group sequence work
Performance to an audience

Milestone Indicators

Smooth transitions between individual and pair work

Evidence of planning in sequence construction

Quality of peer feedback and observations

Application of 'excellent' movement criteria

Key Teaching Points

Bridge balances require strong foundation and curved back shape
Flow means smooth, continuous movement without pauses or hesitation
Excellent gymnastics combines control, challenge, and creativity
Partnership work requires communication, trust, and shared responsibility
Sequences have clear beginning, middle, and end with logical progression
Safety always comes before complexity in movement choices
Different levels and connection points create interesting visual variety

Common Misconceptions

Bridges should be flat rather than curved - emphasise the arch shape
Faster movement equals better performance - focus on control and quality
Only complex movements are excellent - celebrate simple but perfect technique
Bridge holder is passive - they actively maintain position and communicate
Flow means rushing - flow is smooth and controlled, not necessarily fast
All students must achieve same level - encourage personal best and improvement

SEN Adaptations

ADHD

Frequent change of activities, clear structure with timers, specific roles and responsibilities, movement breaks as needed

dyspraxia

Break down movements into smaller steps, additional practice time, use of visual and verbal cues combined, simplified sequence structures

autism spectrum

Clear visual schedule of lesson sections, defined personal space boundaries, option to observe before participating

visual impairment

Use tactile markers for apparatus boundaries, provide verbal descriptions of demonstrations, buddy system with sighted partner for navigation

hearing impairment

Use visual signals and demonstrations, written instruction cards, ensure face-to-face communication for instruction

physical disability

Modified bridge positions using apparatus support, adapted movements focusing on upper body or seated variations, inclusive partner roles

Cross-Curricular Links

Maths

Counting sequences, timing and rhythm, measuring angles in bridge positions, calculating distances between apparatus

Science

Forces and balance in gymnastics positions, friction and grip, gravity and stability, muscle groups and movement

Design Technology

Analysing structures in bridge building, engineering principles in balance and stability

PSHE

Partnership cooperation, giving and receiving feedback, building confidence, resilience in challenging activities

Teacher Guidance

Positioning

Move continuously around hall to observe all partnerships, position at apparatus during complex movements

Observation Focus

Watch for bridge stability, safe movement transitions, partnership cooperation, appropriate challenge level

Intervention Points

Step in if students attempt movements beyond ability, bridge positions become unstable, partnerships not communicating effectively

Demonstration Notes

Always demonstrate on apparatus before students attempt, show both simple and complex versions, emphasise safety considerations in all demonstrations

Verbal Cues

•'Strong foundation, curved back!'
•'Smooth transitions, no pauses!'
•'Safe choices, excellent control!'
•'Communication with your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 20m with additional height clearance for apparatus work

Surface Check

Non-slip surface, all mats flat and secure, no loose objects in working areas

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned to cushion all landing areas
•Clear pathways maintained between apparatus
•Cones marking boundaries and safe zones

Risk Management

Key Risks

•Falls from apparatus or during bridge balances
•Collisions between moving students
•Overexertion during bridge holding
•Inappropriate weight bearing on bridge partners

Risk Mitigation

•Progressive skill building from simple to complex
•Constant supervision during apparatus work
•Clear boundaries and movement pathways established
•Partner selection based on compatible size and strength
•Immediate correction of unsafe techniques

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Circulate continuously during partner work
•Monitor fatigue levels in bridge-holding students
•Listen for appropriate communication between partners

Emergency Procedures

Stop activity immediately on 'Stop' command, assess any injuries, apply first aid protocols, clear space for emergency access if required