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Lesson 4 - Inverted Movements and Control

Individual to Team Mastery

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Year 6

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Gymnastics

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58 min

Big Question

How can we safely perform inverted movements while maintaining perfect control and body tension?

Learning Objectives

To perform inverted movements with control and fluency
To demonstrate progressive skill development in advanced gymnastic actions
To apply strength and body tension principles in challenging positions

Key Outcomes

Students will execute shoulder stands, bridges, and handstand progressions with proper technique
Students will demonstrate understanding of body tension and control in inverted positions
Students will safely support and provide feedback to partners during skill practice

Equipment & Resources Required

Gymnastics Mats

15 (1 per 2 students)

Spread evenly around space with clear pathways between

Alternative: Exercise mats, yoga mats

Wall Space

Along one wall

Clear of obstacles, padded if possible for handstand practice

Alternative: Sturdy fence or climbing frame

Benches

2-3

Stable and secure for advanced bridge variations

Alternative: Low boxes or steps

Cards

1 set per pair

Laminated cards showing handstand and weight-bearing progressions

Alternative: Printed diagrams or tablet displays

Stopwatch

For timing holds and activity intervals

Alternative: Classroom timer or phone app

Key Vocabulary

Inverted movement

Any movement where the hips go above the head

Body tension

Engaging core muscles to create stability and control

Front support

Supporting body weight on hands with straight arms and body

Progression

A step-by-step approach to learning complex skills

Controlled movement

Moving with deliberate precision rather than rushing

Skill Progression Pathway

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

Prior Learning

Students can perform basic balances on different body parts
Students understand the importance of body tension in gymnastics
Students can work safely with apparatus and support partners

Current Skills

Performing inverted movements with increasing control
Developing strength for taking weight on hands
Understanding progression from basic to advanced positions

Next Steps

Combining inverted movements into flowing sequences
Performing inverted movements on different apparatus
Creating partner and group balances incorporating inversions

Milestone Indicators

Holds shoulder stand with straight legs for 5+ seconds

Demonstrates controlled entry and exit from bridges

Shows progression towards independent handstand attempts

Key Teaching Points

Inverted movements require the hips to go above the head - shoulder stands, bridges, handstands all qualify
Safety first - never put pressure on the neck during shoulder stands, hands support lower back only
Progression is key - master basic positions before attempting advanced variations
Body tension and core strength are essential for control in all inverted movements
Partner work requires communication, trust, and shared responsibility for safety
Quality over quantity - focus on controlled, well-executed movements rather than height or complexity
Hand placement is crucial - fingertips point towards shoulders in bridges, hands shoulder-width apart in handstands

Common Misconceptions

Thinking handstands require immediate full inversion - emphasise progression and building strength gradually
Believing shoulder stands should involve neck pressure - constantly reinforce lower back support only
Assuming bigger movements are better - teach that control and technique matter more than height or speed
Thinking all students must achieve the same level - emphasise personal progress and individual goals
Believing strength activities are boring - show how they directly support the exciting inverted skills
Assuming advanced students don't need progressions - reinforce that everyone benefits from proper technique building

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries for working areas, regular positive feedback, movement breaks between technical instruction

dyspraxia

Extra time for skill development, simplified progressions, clear step-by-step breakdowns, additional partner support

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if overwhelmed, consistent partner pairing

visual impairment

Clear verbal descriptions of all positions, tactile guidance for hand placement, partner support for spatial awareness during inversions

hearing impairment

Visual demonstrations of all skills, written teaching point cards, hand signals for stop/start/good work

physical disability

Modified positions on raised surfaces, focus on achievable elements like hip bridges, wheelchair users can participate in arm strength activities

Cross-Curricular Links

English

Technical vocabulary development, giving clear instructions and feedback to partners, describing movement qualities

Maths

Angles of body positions, timing of holds and sequences, spatial awareness and geometric shapes created by body positions

Science

Forces and motion in inverted positions, understanding centre of gravity and balance points, muscle groups working during strength activities

Art

Body shapes and lines in gymnastics, creative expression through movement, appreciation of aesthetic qualities in performance

PSHE

Perseverance and resilience when learning challenging skills, trust and cooperation with partners, personal safety awareness

Teacher Guidance

Positioning

Move constantly around the space to observe all students, position near most challenging activities

Observation Focus

Watch for correct hand placement, controlled movements, and appropriate partner support

Intervention Points

Step in immediately if unsafe technique observed or student appears uncomfortable

Demonstration Notes

Always demonstrate perfect technique slowly and clearly, use students as examples when safe and appropriate

Verbal Cues

•'Hands flat and strong!'
•'Control the movement!'
•'Support your partner!'
•'Lower back support only!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with clear pathways between working areas

Surface Check

Clean, non-slip surface suitable for floor work, mats properly positioned

Equipment Safety

Safety Checks

•Check mats are flat and secure with no curled edges
•Ensure adequate mat coverage for all inverted movements
•Wall space clear of projections or hard surfaces

Risk Management

Key Risks

•Neck injury from incorrect shoulder stand technique
•Wrist strain from weight-bearing positions
•Falls from handstand attempts
•Collisions during movement activities

Risk Mitigation

•Emphasise no pressure on neck during shoulder stands
•Teach proper hand placement and progression for all skills
•Ensure adequate spacing between working students
•Partner support and spotting for all inverted attempts

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during inverted movements
•Circulate actively during partner work
•Monitor individual technique closely in handstand progressions

Emergency Procedures

Stop all activity immediately if injury suspected, assess student safety, apply appropriate first aid protocols, contact emergency services if required