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Lesson 6 - Handstand Progressions

Body Control & Apparatus Skills

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Year 5

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Gymnastics

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1h 22min

Big Question

How can we use strength, balance and body tension to achieve controlled inverted positions?

Learning Objectives

To perform progressions of a handstand with increasing control and confidence
To create and perform an individual gymnastic sequence incorporating inverted movements
To use strength and flexibility to improve the quality of gymnastic performance

Key Outcomes

Students will demonstrate handstand progressions with appropriate body tension and alignment
Students will create a flowing sequence linking rolls, inverted movements and travelling actions
Students will provide constructive feedback using gymnastic terminology

Equipment & Resources Required

Gymnastics Mats

15 (one per two students)

Space mats evenly around hall with clear pathways between

Alternative: Yoga mats or thick blankets for home practice

Science Videos

1 (digital resource)

Ensure screen/device is visible to all students

Alternative: Gymnastic skill cards or poster displays

Cards

8 (one per pair)

Distribute to pairs before skill development section

Alternative: Teacher demonstration and verbal instructions

Wall Space

Section of padded wall

Clear wall area for supported handstand practice

Alternative: Practice without wall support

Key Vocabulary

Handstand

An inverted position where the body is supported vertically by the hands

Body tension

Muscular control throughout the body to maintain shape and stability

Inverted

Upside down or reversed position where feet are higher than head

Sequence

A series of gymnastic movements linked together in a flowing routine

Front support

A position where the body is held horizontally supported on straight arms

Lunge position

A preparatory position with one foot forward and one back for entry into skills

Scorpion walk

A travelling movement combining lunges and partial handstands

Skill Progression Pathway

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

Prior Learning

Basic gymnastic shapes and balances
Front and back support positions
Simple rolling actions (forward and backward rolls)
Understanding of body tension and control

Current Skills

Handstand progressions with increasing difficulty
Weight-bearing on hands in various positions
Sequence creation with inverted movements
Performance and evaluation skills

Next Steps

Advanced handstand variations and holds
Complex gymnastic sequences with apparatus
Partner and group sequence work
Competition and performance opportunities

Milestone Indicators

Maintains straight body alignment in handstand attempts

Shows control in entry to and exit from inverted positions

Links movements smoothly in sequence work

Demonstrates understanding of gymnastic principles

Key Teaching Points

Maintain strong body tension throughout all gymnastic movements
Progress gradually in handstand development - quality over height
Emphasis on control in both entry to and exit from skills
Use gymnastic terminology consistently to build vocabulary
Focus on smooth transitions between movements in sequences
Encourage problem-solving and creativity in sequence building
Prioritise safety through proper progression and spacing

Common Misconceptions

Thinking handstands are achieved through kicking hard rather than controlled positioning
Believing gymnastic sequences are just skills performed in order rather than flowing movements
Assuming strength alone is sufficient without flexibility and control
Expecting immediate success rather than understanding the need for progressive development
Focusing only on the 'trick' rather than the quality of entry, hold and exit

SEN Adaptations

ADHD

Shorter activity rotations, clear physical boundaries, regular positive feedback, movement breaks built in

dyspraxia

Slower progression pace, extra time for skill practice, simplified sequence requirements, additional visual cues

autism spectrum

Clear routine structure, visual sequence cards, quiet practice areas available, predictable lesson format

visual impairment

Use verbal descriptions of body positions, tactile guidance for hand placement, buddy system for spatial awareness

hearing impairment

Clear visual demonstrations, written instruction cards, hand signals for key teaching points

physical disability

Seated variations of sequences, modified weight-bearing on alternative body parts, focus on achievable progressions

Cross-Curricular Links

English

Vocabulary development with gymnastic terminology, giving clear instructions as leaders

Maths

Angles in body positions, timing and counting in sequences, symmetry in gymnastic shapes

Science

Understanding of forces and gravity in handstand balance, muscle function and body systems during exercise

PSHE

Building confidence through skill progression, cooperation and mutual support, resilience when facing challenges

Teacher Guidance

Positioning

Move around hall to observe all students, position near handstand practice for close supervision

Observation Focus

Watch for body alignment, control in movements, cooperation during partner work

Intervention Points

Step in if students attempting skills beyond their ability, if safety is compromised, or if students need technical guidance

Demonstration Notes

Use clear, exaggerated movements for skill demonstration, show common errors alongside correct technique, involve confident students in demonstrations

Verbal Cues

•'Strong like a statue!'
•'Ears between your arms!'
•'Squeeze those muscles tight!'
•'Step down with control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall with minimum 20m x 15m clear space, high ceiling for handstand practice

Surface Check

Clean, dry floor surface with non-slip gymnastics mats properly positioned

Equipment Safety

Safety Checks

•Check all mats are in good condition with no tears or worn areas
•Ensure mats lie flat without curled edges or buckles
•Verify adequate number of mats for class size
•Check wall areas are padded if using for support

Risk Management

Key Risks

•Falls from handstand attempts
•Wrist and shoulder strain from weight-bearing
•Collisions during travelling movements
•Mat slipping during use

Risk Mitigation

•Progressive skill building from simple to complex
•Adequate spacing between students during practice
•Proper warm-up focusing on wrists and shoulders
•Clear boundaries and movement patterns established
•Constant supervision during handstand attempts

Supervision & Emergency Procedures

Supervision Points

•Position to observe handstand attempts closely
•Monitor spacing during travelling activities
•Watch for signs of fatigue affecting control
•Ensure proper mat placement and usage

Emergency Procedures

Stop activity immediately if injury occurs, assess student carefully, provide appropriate first aid, contact emergency services if needed