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Lesson 1 - Symmetrical Balances

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 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

Gymnastics Mats

15 (1 between 2 students)

Spread evenly around hall with safe spacing for movement between

Alternative: Yoga mats, carpet tiles, or marked floor spaces

Balance Document

6-8 copies

Laminated cards placed around hall for reference

Alternative: Teacher demonstration or simple drawings on whiteboard

Partner Balance Cards

6-8 copies

Available for pairs to reference during partner work

Alternative: Teacher demonstration of 4-5 safe partner balances

Clues Document

4-6 copies

Display clearly for warm-up reference

Alternative: Wall poster or teacher demonstration

Key Vocabulary

Symmetrical

When both sides of a shape or balance are exactly the same

Asymmetrical

When both sides of a shape or balance are different

Body tension

Squeezing and tensing all muscles needed to hold a stable balance

Pike

Body bent at the hips with legs straight and together

Straddle

Legs wide apart in a V-shape

Counterbalance

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

Holds balances for full 5 seconds without wobbling

Clearly demonstrates difference between symmetrical/asymmetrical

Creates smooth transitions between balances

Provides specific, helpful feedback to peers

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