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Lesson 3 - Developing Sequence Ideas with Bridges

Mastering Bridge Balances: From Stability to Sequence

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Year 4

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Gymnastics

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Big Question

How can we create excellent bridge sequences that challenge ourselves and showcase different levels and apparatus use?

Learning Objectives

To develop individual bridge balances using apparatus with control and accuracy
To explore creative movements over and under partner bridges with fluidity
To apply peer assessment skills to improve bridge sequences and movements

Key Outcomes

Students will create stable individual bridge balances using different apparatus and body parts
Students will demonstrate challenging movements over and under partner bridges
Students will provide constructive feedback to improve bridge sequences

Equipment & Resources Required

Gymnastics Mats

8-10 large mats

Distribute around hall with clear pathways between

Alternative: Exercise mats, crash mats

Gymnastics Benches

4-6 benches

Various heights and orientations for variety

Alternative: Low balance beams, wooden planks

Gymnastics Vaults

3 boxes at different heights

Different heights to provide progression

Alternative: Sturdy tables, platform blocks

Wall bars/Swedish wall

2-3 sections if available

Clear area around for safe movement

Alternative: Wall space for support

Clipboards

1 per pair

Simple tick sheets for peer assessment

Alternative: Paper sheets, mental checklists

Cones

12-16 cones

Mark apparatus boundaries and movement paths

Alternative: Bean bags, spot markers

Key Vocabulary

Bridge balance

A gymnastics position where the body forms an arch with support points creating a bridge shape

Extension

Stretching body parts away from the centre to create length and tension

Fluidity

Smooth, flowing movement without jerky or abrupt changes

Apparatus

Gymnastics equipment including mats, benches, boxes, and ropes

Peer assessment

Watching and evaluating a partner's performance to give helpful feedback

Control

Managing body position and movement with precision and stability

Skill Progression Pathway

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

Prior Learning

Basic bridge positions on the floor
Simple balances using different body parts
Safe movement around apparatus
Basic understanding of gymnastics vocabulary

Current Skills

Creating individual bridge balances using apparatus
Moving over and under partner bridges with control
Peer assessment and feedback skills
Understanding of excellent gymnastics principles

Next Steps

Linking bridges into flowing sequences
Advanced apparatus combinations
Group sequence creation
Performance and evaluation skills

Milestone Indicators

Holds bridge balances for 4+ seconds with stability

Demonstrates variety in bridge positions and apparatus use

Shows smooth, controlled movements over/under bridges

Provides specific, helpful feedback to partners

Key Teaching Points

Safety and apparatus checking must always come before performance
Bridge stability is achieved through strong foundations and core engagement
Extension through body parts creates excellent bridge positions
Communication and trust are essential for successful partner work
Quality and control are more important than complexity or speed
Peer assessment develops both observation skills and gymnastics understanding
Individual progression should be celebrated and supported

Common Misconceptions

Misconception: Bridges only use hands and feet as supports. Correction: Demonstrate various body part combinations for different bridge types
Misconception: Higher apparatus always means better gymnastics. Correction: Emphasise that excellent technique on simple apparatus is better than poor technique on complex apparatus
Misconception: Partner work is about showing off difficult moves. Correction: Focus on control, cooperation, and mutual support rather than complexity
Misconception: Assessment means finding faults. Correction: Model positive feedback that identifies strengths first and gives specific improvement suggestions
Misconception: Gymnastics is only for naturally flexible students. Correction: Show how strength, control, and determination are equally important

SEN Adaptations

ADHD

Clear boundaries for each activity, regular movement breaks, immediate positive feedback for focus

dyspraxia

Break skills into smaller steps, provide physical support during attempts, allow additional practice time

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use brightly coloured apparatus markers, provide verbal descriptions of all positions, assign sighted partner for guidance

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for communication

physical disability

Adapted bridge positions using available body parts, modified apparatus heights, seated variations where appropriate

Cross-Curricular Links

Science

Understanding forces and balance in bridge structures, learning about body mechanics and muscle tension, exploring gravity and support points

Geography

Learning about famous bridges around the world, understanding structural geography, mapping movement pathways

PSHE

Building trust and communication skills, developing resilience through challenge, learning respect and cooperation

Teacher Guidance

Positioning

Position centrally during demonstrations, circulate continuously during practice, maintain clear sight lines to all apparatus

Observation Focus

Monitor bridge stability and technique, watch for safe partner interactions, assess progression in skill development

Intervention Points

Step in immediately for unsafe apparatus use, support struggling partnerships, provide individual technical guidance

Demonstration Notes

Demonstrate all positions slowly with clear body alignment, use student volunteers for partner work examples, emphasise safety checks

Verbal Cues

•'Strong foundations first!'
•'Reach away from your centre!'
•'Communicate with your partner!'
•'Slow and controlled movements!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with additional space for apparatus layout

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•All apparatus stable and properly positioned before use
•Adequate matting under and around all apparatus
•Regular visual inspection of apparatus for wear or damage
•Appropriate apparatus height for year group ability

Risk Management

Key Risks

•Falls from apparatus during bridge positions
•Collision between partners during movement activities
•Apparatus tipping or moving during use
•Overstretching or forcing movements beyond ability

Risk Mitigation

•Progressive skill development from floor to apparatus
•Clear communication protocols for partner work
•Appropriate partner matching for size and ability
•Constant supervision during apparatus use
•Immediate intervention if unsafe practices observed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus areas
•Circulate continuously during practical activities
•Monitor partner interactions for safety and cooperation
•Be available for immediate support during challenging attempts

Emergency Procedures

Stop all activity immediately, assess injury, apply appropriate first aid, contact office if serious injury