Lesson 6 - Handstand Progressions
Body Control & Apparatus Skills
•Year 5
•Gymnastics
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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
Space mats evenly around hall with clear pathways between
Alternative: Yoga mats or thick blankets for home practice
Ensure screen/device is visible to all students
Alternative: Gymnastic skill cards or poster displays
Distribute to pairs before skill development section
Alternative: Teacher demonstration and verbal instructions
Clear wall area for supported handstand practice
Alternative: Practice without wall support
Key Vocabulary
An inverted position where the body is supported vertically by the hands
Muscular control throughout the body to maintain shape and stability
Upside down or reversed position where feet are higher than head
A series of gymnastic movements linked together in a flowing routine
A position where the body is held horizontally supported on straight arms
A preparatory position with one foot forward and one back for entry into skills
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
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