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Lesson 5 - Bridge Technique and Core Strength

Dynamic Transitions & Asymmetry

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Year 5

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Gymnastics

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Big Question

How can we use our core muscles to create strong, flexible bridge positions?

Learning Objectives

To develop the technique for performing a bridge or differentiated bridge position
To understand how core muscle groups work together to create strength and stability
To demonstrate flexibility in the shoulders and spine during bridge movements

Key Outcomes

Students will perform bridge positions with correct hand and foot placement
Students will identify and strengthen core muscle groups through targeted exercises
Students will demonstrate improved shoulder flexibility and body control

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Distributed around the hall with adequate spacing between pairs

Alternative: Yoga mats or towels for floor protection

Softballs

3.5 balls

Available for starter activity, stored safely when not in use

Alternative: Bean bags or foam balls

Normative Data Charts

1 chart or poster

Positioned where all students can see during explanation

Alternative: Pre-drawn diagram on whiteboard

Cones

8-10 markers

Used to define boundaries and safe zones during starter activity

Alternative: Spots or chalk marks

Key Vocabulary

Bridge

A gymnastics position where the body forms an arch with hands and feet on the floor

Core muscles

The muscles of the trunk including abdominals, back muscles, and deep stabilising muscles

Flexibility

The range of movement available at joints, particularly shoulders and spine in bridges

Transition

Moving smoothly from one position to another in gymnastics

Body alignment

Correct positioning of body parts to maintain good technique and safety

Skill Progression Pathway

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

Prior Learning

Basic understanding of body positions and balance
Experience with simple stretching and warm-up activities
Knowledge of safe movement practices in gymnastics

Current Skills

Bridge technique development from lying position
Core muscle identification and strengthening
Partner-assisted bridge progression

Next Steps

Advanced bridge variations and transitions
Integration of bridges into longer gymnastic sequences
Development of independent flexibility routines

Milestone Indicators

Sustained bridge hold for 10+ seconds

Smooth transition from lying to bridge position

Ability to coach others in bridge technique

Key Teaching Points

Bridge technique must be developed gradually with emphasis on shoulder flexibility
Core muscle identification helps students understand the purpose of strengthening exercises
Partner support builds confidence before attempting independent bridges
Working within personal limits prevents injury and builds sustainable progress
Creating and teaching exercises develops leadership skills and deeper understanding
Regular reflection and goal-setting encourages continuous improvement
Safety awareness must be maintained throughout all bridge progressions

Common Misconceptions

Students thinking bridges should be achieved quickly - emphasise progressive development
Belief that flexibility cannot be improved - show how practice increases range of movement
Thinking core muscles are only abdominal - explain the full range of trunk muscles
Assumption that gymnastics is only for naturally flexible students - demonstrate that everyone can improve
Misconception that forcing positions leads to faster progress - emphasise comfort and control

SEN Adaptations

ADHD

Regular activity changes, clear physical boundaries, immediate positive feedback for focus

dyspraxia

Simplified instruction sequences, additional practice time, emphasis on personal progress over comparison

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if needed

visual impairment

Clear verbal descriptions of bridge positions, tactile guidance for hand placement, buddy system for movement

hearing impairment

Visual demonstrations of all techniques, written instruction cards, clear sight lines to teacher

physical disability

Adapted bridge positions using props or supports, modified core exercises suitable for different mobility levels

Cross-Curricular Links

English

Following instructions, explaining techniques to others, using subject-specific vocabulary

Maths

Estimating time durations, counting repetitions, measuring progress over time

Science

Understanding of muscle groups, body systems, and how exercise affects the body

PSHE

Building confidence, supporting others, working cooperatively, setting personal goals

Teacher Guidance

Positioning

Circulate around the hall to provide individual support while maintaining overall class visibility

Observation Focus

Watch for correct bridge technique, appropriate effort levels, and partner cooperation

Intervention Points

Step in if students show signs of forcing movements, unsafe practices, or lack of progress

Demonstration Notes

Use students as positive examples where appropriate, demonstrate key technique points clearly, show differentiated options for different ability levels

Verbal Cues

•'Weight over shoulders'
•'Work within your comfort zone'
•'Core muscles engaged'
•'Smooth, controlled movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 20m x 15m clear space for activities and mats

Surface Check

Clean, dry, non-slip surface suitable for gymnastics mats and movement activities

Equipment Safety

Safety Checks

•Gymnastics mats checked for tears or damage before use
•Soft balls inspected for appropriate firmness and condition
•Clear pathways maintained around mat areas

Risk Management

Key Risks

•Falls or loss of balance during bridge attempts
•Shoulder or back strain from forced movements
•Collisions during warm-up activities
•Overexertion leading to muscle strain

Risk Mitigation

•Emphasis on working within personal flexibility limits
•Progressive skill development with partner support
•Clear boundaries and adequate spacing between activities
•Continuous teacher supervision and guidance

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during bridge practice
•Circulate to provide individual technique guidance
•Monitor effort levels to prevent overexertion

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact medical support if needed