Lesson 1 - Symmetrical Balances
Body Control & Apparatus Skills
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we use our bodies to create perfectly balanced shapes that are the same or different on both sides?
Learning Objectives
- To perform symmetrical and asymmetrical balances with control and body tension
- To create and perform partner balance sequences
- To evaluate performances using set criteria and suggest improvements
Key Outcomes
- Students will demonstrate clear understanding of symmetrical vs asymmetrical shapes
- Students will perform stable balances using proper body tension
- Students will create fluid sequences linking balances with travelling actions
- Students will provide constructive feedback to improve performances
Equipment & Resources Required
Spread evenly around hall with safe spacing for movement between
Alternative: Yoga mats, carpet tiles, or marked floor spaces
Laminated cards placed around hall for reference
Alternative: Teacher demonstration or simple drawings on whiteboard
Available for pairs to reference during partner work
Alternative: Teacher demonstration of 4-5 safe partner balances
Display clearly for warm-up reference
Alternative: Wall poster or teacher demonstration
Key Vocabulary
When both sides of a shape or balance are exactly the same
When both sides of a shape or balance are different
Squeezing and tensing all muscles needed to hold a stable balance
Body bent at the hips with legs straight and together
Legs wide apart in a V-shape
When partners lean away from each other to create stability
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics shapes (pike, straddle, tuck)
- Simple individual balances
- Working safely on mats
Current Skills
- Symmetrical and asymmetrical balance concepts
- Body tension and stability
- Partner balance techniques
- Sequence creation and linking
Next Steps
- Complex partner balances with counterbalance
- Group balances and formations
- Advanced travelling actions between balances
Milestone Indicators
Key Teaching Points
- Body tension is the foundation of all stable balances - teach this concept early and reinforce throughout
- Clear distinction between symmetrical (mirror image) and asymmetrical (different sides) must be demonstrated visually
- Partner safety is paramount - establish communication protocols before any lifting or supporting
- 5-second hold time is non-negotiable for building strength and control
- Quality over quantity - better to have fewer excellent balances than many poor ones
- Sequence flow comes from planning transitions, not just linking random movements
- Positive feedback culture enhances learning and builds confidence for performance
Common Misconceptions
- Thinking symmetrical means 'balanced' - clarify that it means both sides are identical
- Believing harder balances are automatically better - emphasise control and technique over difficulty
- Assuming body tension means being stiff - explain it's active muscle engagement while maintaining fluidity
- Thinking sequences should be fast - emphasise control and smooth transitions over speed
- Believing feedback should only point out mistakes - teach constructive, specific, positive feedback
- Assuming partner balances require one person to lift the other - show counterbalance and mutual support options
SEN Adaptations
ADHD
- Shorter activity segments, clear movement boundaries, regular positive feedback and brain breaks
dyspraxia
- Larger demonstration space, additional practice time, breaking movements into smaller steps
autism spectrum
- Clear routine structure, visual schedule of lesson progression, quiet spaces available for breaks
visual impairment
- Use tactile markers for mat boundaries, verbal descriptions of all demonstrations, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for key commands
physical disability
- Seated balance variations, adapted partner roles, modified travelling actions to suit mobility
Cross-Curricular Links
Maths
Symmetry and reflection, counting in sequences, timing and measurement of 5-second holds
Science
Forces and balance, muscle groups and body systems, gravity and stability
Art
Symmetrical and asymmetrical design, visual composition and spatial awareness
PSHE
Cooperation and teamwork, building trust, giving constructive feedback and celebrating achievements
Teacher Guidance
Positioning
Central position during demonstrations, circulating during pair work with focus on partner lifting activities
Observation Focus
Body tension quality, symmetrical/asymmetrical understanding, partner cooperation and safety
Intervention Points
Step in immediately if unsafe lifting occurs, support students struggling with balance concepts, encourage positive feedback
Demonstration Notes
Use exaggerated body tension to show muscle engagement. Demonstrate clear symmetrical vs asymmetrical examples. Model safe partner communication and lifting technique
Verbal Cues
- •'Squeeze those muscles tight!'
- •'Hold it... 3, 2, 1!'
- •'Both sides exactly the same!'
- •'Ready? Going down slowly...'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, with mats spaced 2-3m apart for safe movement
Surface Check
Clean, dry, non-slip surface free from hazards and obstacles
Equipment Safety
Safety Checks
- •Check mats are in good condition with no tears or worn areas
- •Ensure mats lie flat without curled edges
- •Verify adequate number of mats for class size
Risk Management
Key Risks
- •Falls from balances, particularly elevated positions
- •Partner lifting injuries from improper technique
- •Collisions during travelling sequences
- •Overconfidence leading to dangerous attempts
Risk Mitigation
- •Progressive skill building from simple to complex
- •Clear partner safety guidelines and communication protocols
- •Adequate spacing between working pairs
- •Teacher supervision of all partner lifting activities
- •Emphasis on controlled movements rather than speed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all pairs
- •Circulate actively during partner balance work
- •Monitor high-activity areas during sequence practice
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, record incident if required