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Lesson 1 - Introduction to Bridge Balances

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 use our bodies to create strong, stable bridges like the structures we see in our world?

Learning Objectives

To explore and create individual bridge balances using different body parts as connection points
To develop partner work skills by creating collaborative bridge balances
To apply principles of excellent gymnastics including extension, control and stability

Key Outcomes

Students will demonstrate at least 3 different individual bridge balances
Students will work collaboratively to create partner bridge balances at different levels
Students will identify and explain what makes a bridge balance excellent

Equipment & Resources Required

Gymnastics Mats

7 large mats

Distribute around hall with adequate spacing between pairs

Alternative: Yoga mats, carpet tiles for knee protection

Cones

12 cones

Mark safe working boundaries and mat positions

Alternative: Bean bags, spots

Space Images

1 set of laminated cards

Available for reference during introduction

Alternative: Tablet with images, whiteboard drawings

Music Player

Calm, instrumental music for movement sections

Alternative: Phone with speaker, background music

Key Vocabulary

Bridge

A balance where the body creates an arch or span, similar to a structure that crosses over an obstacle

Extension

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

Connection points

The parts of the body that touch the floor to support the balance

Stability

Being steady and controlled in a balance without wobbling

Collaboration

Working together with a partner to create something neither could do alone

Skill Progression Pathway

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

Prior Learning

Basic balancing on different body parts from Year 3
Understanding of body tension and control
Safe movement in shared space

Current Skills

Creating individual bridge balances
Working with partners to create collaborative bridges
Applying principles of excellent gymnastics

Next Steps

Linking bridge balances into sequences
Creating more complex partner work
Adding travel between bridge balances

Milestone Indicators

Can hold a bridge balance for 5+ seconds

Uses appropriate terminology when describing bridges

Shows clear body extension and control

Key Teaching Points

Bridge balances must show clear arch or span shape connecting two points
Extension through the body creates strength and improves bridge appearance
Different connection points (hands/feet, forearms/feet, etc.) create variety
Stability comes from engaging core muscles and controlling breathing
Partner work requires communication and mutual support for success
Quality and control are more important than difficulty in bridge balances
Bridges can be created at different levels to add interest and challenge

Common Misconceptions

Thinking bridges must be difficult to be good - emphasise quality over complexity
Believing only back arch bridges count - show variety of bridge types
Assuming partner bridges require physical connection - demonstrate side-by-side options
Thinking bridges should be held indefinitely - teach appropriate hold times
Believing bridges are only about flexibility - emphasise strength component

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks effectively

dyspraxia

Demonstrate slowly with clear verbal instructions, allow extra practice time, provide physical guidance for positioning

autism spectrum

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

visual impairment

Use verbal descriptions of bridge shapes, provide tactile exploration of bridge models, pair with sighted buddy

hearing impairment

Use visual demonstrations clearly, written/picture cards for instructions, ensure face-to-face communication

physical disability

Modify bridges for wheelchair users, adapt connection points to seated positions, use different levels and supports

Cross-Curricular Links

Maths

Counting bridges created, timing balance holds, recognising geometric shapes in bridge arches

Science

Forces and structures - understanding how bridges support weight, body systems working during exercise

Design & Technology

Studying bridge structures and engineering, understanding strength and stability

Geography

Exploring famous bridges around the world, understanding how bridges connect places

PSHE

Cooperation and communication skills, building confidence, supporting others

Teacher Guidance

Positioning

Move around perimeter during individual work, central position for demonstrations and instructions

Observation Focus

Watch for bridge shape quality, stability in holds, effective partner communication

Intervention Points

Step in if bridges attempted are unsafe, provide support when students struggle with concepts

Demonstration Notes

Always demonstrate bridge positions from side view for clarity, emphasise key teaching points during demos

Verbal Cues

•'Strong arch shape!'
•'Hold it steady!'
•'Feel the extension!'
•'Communicate with your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with clear floor space, mats for landing areas

Surface Check

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

Equipment Safety

Safety Checks

•Check mats are properly positioned and lying flat
•Ensure adequate space between working pairs
•Verify all cones/markers are soft and safe

Risk Management

Key Risks

•Falls from bridge positions
•Overextension or strain in bridge balances
•Collisions between students or pairs
•Partner work causing loss of balance

Risk Mitigation

•Progressive introduction from simple to complex bridges
•Clear boundaries and adequate spacing between pairs
•Emphasis on control rather than difficulty
•Continuous monitoring of partner interactions

Supervision & Emergency Procedures

Supervision Points

•Position to observe all working pairs simultaneously
•Move around during partner work to support safe interactions
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop all activity immediately, assess injury severity, provide appropriate first aid, contact school first aid coordinator if needed