Lesson 2 - Symmetrical Balances and Travels
Individual to Team Performance
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we create perfect mirror images with our bodies in gymnastics?
Learning Objectives
- Explore and demonstrate symmetrical balances using different body parts
- Create and perform symmetrical travels with controlled movements
- Compose individual and partner sequences featuring symmetrical elements
Key Outcomes
- Students will perform a range of symmetrical balances and travels with good body tension
- Students will create a four-element symmetrical sequence independently
- Students will successfully combine sequences with a partner to create an eight-element routine
Equipment & Resources Required
Arranged in rows around the hall with 2m spacing between
Alternative: Yoga mats or carpet squares
Used to mark mat boundaries and safe working areas
Alternative: Bean bags or markers
For drawing symmetry lines and sequence notation
Alternative: Large paper and markers
Optional for recording sequences and analysis
Alternative: Smartphone
Key Vocabulary
When both sides of the body are doing exactly the same thing, creating a mirror image
Tight, controlled muscles that help maintain strong shapes and balances
Holding a still position steadily using different body parts for support
Moving from one place to another using controlled gymnastics movements
A series of gymnastics movements performed one after another in a planned order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic static balances on large body parts
- Understanding of left and right sides of body
- Simple travelling movements like jumping and hopping
Current Skills
- Symmetrical balance principles and execution
- Symmetrical travelling movements
- Sequence composition and partner work
Next Steps
- Asymmetrical balances and travels
- Group sequence work with synchronisation
- Apparatus work incorporating symmetry
Milestone Indicators
Key Teaching Points
- Symmetrical means both sides of the body do exactly the same thing
- Quality of movement is more important than complexity or speed
- Body tension helps maintain strong, controlled balances
- Smooth transitions make sequences flow better
- Partner work requires good communication and compromise
- Safety through controlled movement and adequate spacing
- Positive feedback helps everyone improve and feel confident
Common Misconceptions
- Thinking balanced means the same as symmetrical - clarify that symmetrical means both sides match
- Believing only standing positions can be symmetrical - show variety of orientations
- Assuming symmetrical movements are easy - emphasise the skill required for precise matching
- Thinking speed is more important than accuracy - reinforce control and quality
- Believing sequences must be performed in unison - allow choice in partner work style
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, movement breaks built into reflection time
dyspraxia
- Simplified movement patterns, extra practice time, visual prompts for sequence order
autism spectrum
- Clear visual schedule of lesson structure, quiet reflection space available, consistent routine and language
visual impairment
- Use tactile markers for mat boundaries, verbal descriptions of all movements, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for start/stop, written sequence cards with pictures
physical disability
- Seated balance variations, upper body symmetry focus, modified travel movements using available mobility
Cross-Curricular Links
Maths
Symmetry and reflection, lines of symmetry, geometric shapes and properties
Science
Forces and motion, balance and stability, body systems during exercise
Art
Symmetrical patterns and designs, reflection and mirror images in artwork
PSHE
Teamwork and collaboration, giving and receiving feedback, building confidence
Teacher Guidance
Positioning
Move around space to observe all students, position centrally for demonstrations
Observation Focus
Watch for symmetry accuracy, balance quality, safe movement execution
Intervention Points
Step in if students struggling with concept, unsafe practices, or negative partner dynamics
Demonstration Notes
Use exaggerated symmetrical and asymmetrical examples, demonstrate all movements slowly first
Verbal Cues
- •'Both sides matching!'
- •'Hold that balance strong!'
- •'Soft landings!'
- •'Mirror image perfect!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m hall space, clear of obstacles and equipment
Surface Check
Clean, dry, non-slip surface suitable for gymnastics activities
Equipment Safety
Safety Checks
- •Mats checked for tears and properly positioned
- •Adequate spacing between mats (2m minimum)
- •No damaged or worn equipment in use
Risk Management
Key Risks
- •Collisions between students during travel movements
- •Falls from uncontrolled balances
- •Overexertion during sequence practice
Risk Mitigation
- •Clear boundaries and travel paths established
- •Progressive skill building from simple to complex
- •Emphasis on control over speed or difficulty
- •Adequate rest periods between intense activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during activities
- •Monitor for fatigue and overexertion
- •Intervene if students attempt unsafe movements
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, contact school office if needed