Lesson 4 - Bridge Sequence Formation
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 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
Spread around hall with clear pathways between
Alternative: Yoga mats or carpet tiles if large mats unavailable
Mark boundaries and pathways between apparatus
Alternative: Bean bags or laminated cards
Key Vocabulary
A gymnastics position where the body forms an arch shape, supported by hands and feet
A connected series of movements performed one after another with purpose
Smooth, continuous movement without pauses or awkward transitions
The parts of the body that touch the ground or apparatus during a balance
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
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