Lesson 3 - Asymmetrical Balances & Rolls
Individual to Team Performance
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we create dynamic asymmetrical sequences that challenge our balance and coordination while exploring different planes of movement?
Learning Objectives
- Explore and perform a variety of asymmetrical balances with different points of contact
- Master the over-shoulder roll technique with correct weight distribution
- Compose and combine asymmetrical sequences individually and with a partner
Key Outcomes
- Students will demonstrate controlled asymmetrical balances with clear distinction from symmetrical shapes
- Students will execute over-shoulder rolls safely with weight on shoulders, not neck
- Students will create flowing 4-element asymmetrical sequences and combine them with partners
Equipment & Resources Required
Scattered around space with clear pathways between for safe movement
Alternative: Crash mats or thicker exercise mats for rolling practice
Distributed evenly around the space for warm-up activity
Alternative: Bean bags, hoops, or coloured paper markers
For teacher to signal changes during warm-up
Alternative: Musical instrument, voice commands, or bell
For students needing support during balance practice
Alternative: Any stable vertical surface for modified balances
Key Vocabulary
Not identical on both sides; having different shapes or positions on left and right sides of the body
A backwards rolling action where the body rolls over one shoulder instead of straight back
The parts of the body that are touching the floor or apparatus
How body weight is spread across different body parts during movement
A series of connected movements performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic static balances on different body parts
- Understanding of symmetrical shapes and movements
- Simple rolling actions including log rolls and forward rolls
Current Skills
- Asymmetrical balance control and body awareness
- Over-shoulder roll technique and weight distribution
- Sequence composition and partner collaboration
Next Steps
- Complex asymmetrical travelling actions
- Combining symmetrical and asymmetrical elements in routines
- Partner matching and contrasting sequences
Milestone Indicators
Key Teaching Points
- Asymmetrical means different on each side - emphasise this distinction throughout
- Weight must always be on shoulders during over-shoulder rolls, never on neck or head
- Balance control improves with practice - encourage persistence and effort
- Sequences should flow smoothly from one element to the next
- Partner work requires communication, respect, and shared responsibility
- Safety awareness is everyone's responsibility during gymnastics activities
- Quality of movement is more important than attempting advanced skills too quickly
Common Misconceptions
- Thinking asymmetrical balances are unstable - they can be very strong when properly executed
- Confusing over-shoulder roll with backward roll technique
- Believing that asymmetrical means uncontrolled or sloppy movement
- Assuming that sequences must be performed at high speed to look impressive
- Thinking that partner work means doing exactly the same movements simultaneously
SEN Adaptations
ADHD
- Frequent activity changes, clear movement boundaries, opportunities for physical release through travelling activities
dyspraxia
- Slower progression through rolling sequence, additional practice time for movement coordination, simplified sequence requirements if needed
autism spectrum
- Clear structure and routine, visual schedule of lesson activities, quiet reflection space available, consistent partner pairings
visual impairment
- Use verbal descriptions of asymmetrical shapes, tactile guidance for hand placement during rolls, partner support for spatial awareness
hearing impairment
- Visual demonstrations of all movements, written instruction cards, visual signals for activity changes
physical disability
- Adapt balances for wheelchair users, use wall support for modified asymmetrical shapes, focus on achievable movements within individual capabilities
Cross-Curricular Links
English
Descriptive vocabulary for movement, following and giving instructions, reflection and evaluation skills
Maths
Counting contact points, understanding symmetry and asymmetry concepts, sequencing and ordering elements
Science
Forces and balance, gravity and centre of mass, muscle groups and movement
Geography
Directional language, spatial awareness, position and movement vocabulary
PSHE
Working collaboratively, giving and receiving feedback constructively, perseverance and resilience
Teacher Guidance
Positioning
Move around space to observe all students during rolling practice. Position centrally for demonstrations and discussions.
Observation Focus
Watch for correct weight distribution during rolls, balance control during asymmetrical shapes, and safe collaboration during partner work.
Intervention Points
Stop immediately if weight goes onto neck during rolling. Support students struggling with balance concepts. Facilitate partner discussions if needed.
Demonstration Notes
Use clear, exaggerated movements to show asymmetrical versus symmetrical differences. Demonstrate incorrect technique briefly to show what to avoid, then show correct technique multiple times.
Verbal Cues
- •'Weight on shoulders, not neck!'
- •'Different on each side - that's asymmetrical!'
- •'Hold it steady for 3 seconds!'
- •'Flow from one movement to the next!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space with gymnastics mats. Adequate ceiling height for full rolling actions.
Surface Check
Clean, dry, non-slip floor surface. All mats lying flat without wrinkles or gaps.
Equipment Safety
Safety Checks
- •Check mats are undamaged with no tears or worn areas
- •Ensure mats are positioned with adequate space around each
- •Coloured markers have no sharp edges and are clearly visible
Risk Management
Key Risks
- •Neck injury during over-shoulder rolls
- •Falls from uncontrolled balances
- •Collisions during partner work
Risk Mitigation
- •Emphasise weight on shoulders, never neck, during rolling
- •Progress gradually from rocking to full over-shoulder roll
- •Maintain clear spacing between pairs during sequence work
- •Stop activity immediately if unsafe technique observed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all over-shoulder roll attempts
- •Monitor partner work for safe spacing and communication
- •Watch for fatigue affecting balance control
Emergency Procedures
Stop all activity immediately, assess injury severity, apply appropriate first aid, contact school medical support if needed