Lesson 3 - Spinning on Points and Patches
Synchronised Group Sequences
•Year 7
•Gymnastics
•Start Planning Better PE Lessons
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How can we use different body parts and levels to create visually stunning spinning sequences that captivate an audience?
Learning Objectives
- Develop the ability to spin safely and controlled on various points and patches of the body
- Create group sequences incorporating different levels, dynamics and timing patterns
- Build resilience and self-motivation through challenging personal gymnastics performance
Key Outcomes
- Students will perform controlled spins on at least three different body parts
- Groups will choreograph and perform sequences with clear variations in level and dynamics
- Students will demonstrate improved timing and synchronisation within group work
- All students will engage positively with self-assessment and peer feedback processes
Equipment & Resources Required
Stored on mat trolley or against wall, students collect in pairs using correct lifting technique
Alternative: Crash mats, floor panels, or designated floor spaces if mats limited
Keep accessible for timing apparatus setup/pack away challenges
Alternative: Mobile phone timer, classroom clock with second hand, digital timer
Laminated cards showing group numbers and apparatus allocation if used
Alternative: Verbal instructions, whiteboard diagrams
For clear start/stop signals during activities
Alternative: Voice commands, tambourine, other signal device
Key Vocabulary
Small parts of the body used to balance or spin on, such as feet, hands, knees, elbows or head
Larger surface areas of the body used to balance or spin on, such as bottom, back, front or side
Rotating the body around a central axis while maintaining balance on a point or patch
The height at which movements are performed - high (standing/elevated), medium (kneeling/crouched), low (lying/floor-based)
The quality of movement including speed, force and energy - movements can be fast/slow, strong/gentle, sudden/sustained
When partners or groups perform the same movements simultaneously as if looking in a mirror (opposite sides)
When the same movement is performed by different people at staggered times, creating a ripple or wave effect
When all performers execute the same movement at exactly the same time, creating synchronised effect
Body shapes or movements where both sides of the body are doing different things, creating uneven or irregular positions
Body shapes or movements where both sides of the body mirror each other, creating balanced, even positions
The spatial arrangement of group members - can be linear, circular, scattered, triangular or other geometric shapes
The connecting movement between one balance or spin and the next, creating flow in a sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and ability to identify body parts
- Understanding of balance and weight transfer principles
- Experience of working cooperatively in small groups
- Familiarity with basic gymnastics safety protocols
- Previous exposure to levels and directions in movement
Current Skills
- Controlled spinning on various points (small body parts) and patches (larger body surfaces)
- Creating sequences with deliberate use of levels and dynamics
- Synchronising movements with others using unison, canon and mirroring
- Safe apparatus setup, use and pack-away procedures
- Self and peer assessment using specific criteria
Next Steps
- Developing complex group sequences with apparatus integration
- Incorporating flight and travelling elements into spinning work
- Creating thematic or narrative-based group performances
- Exploring partner balances and counter-balances with spinning transitions
- Refining performance quality for assessment or showcase
Milestone Indicators
Key Teaching Points
- Safety is paramount - controlled movements always prioritised over speed or complexity throughout all activities
- Points are small body parts (hands, feet, knees, elbows), patches are larger surfaces (back, front, bottom, side) - revisit this distinction regularly
- Spinning requires control, balance and body awareness - emphasise complete rotations with clear start and finish positions
- Levels (high/medium/low) and dynamics (fast/slow, strong/gentle) make sequences more interesting and challenging
- Timing methods - unison (together), canon (staggered), mirroring (opposite) - each requires different skills and practice
- Apparatus setup and pack-away are valuable learning opportunities about teamwork, safety and responsibility, not just routine tasks
- Peer feedback is most effective when specific, kind and focused on observable elements using technical vocabulary
Common Misconceptions
- Misconception: 'Faster spinning is better' - Correction: Control and technique are more important than speed; slow, controlled spins are often more difficult and show greater skill
- Misconception: 'Everyone must do the same spin in group work' - Correction: Differentiated ability within groups is fine; the timing (unison/canon/mirror) can be the same while spins vary in difficulty
- Misconception: 'Points and patches are the same thing' - Correction: Points are small, specific body parts, patches are larger surface areas; understanding the difference helps with sequence variety
- Misconception: 'Mirroring means doing exactly the same' - Correction: Mirroring means doing the opposite (like a reflection), so if leader raises right arm, mirror raises their left arm
- Misconception: 'The transition doesn't matter, only the spins' - Correction: Transitions are crucial for sequence flow and quality; they connect movements and are part of the overall performance
- Misconception: 'Apparatus work is more important than floor work' - Correction: Both are equally valuable; apparatus provides different levels but floor work develops foundation skills
- Misconception: 'Self-assessment should always be positive' - Correction: Honest self-assessment (including identifying areas for improvement) is more valuable than false positivity; thumbs down/neutral shows self-awareness
SEN Adaptations
ADHD
- Use frequent activity changes to maintain engagement (already built into lesson structure); provide clear, concise instructions one step at a time; use physical markers for personal space boundaries; allow movement breaks or fidget tools if needed; offer leadership roles to channel energy positively; provide immediate, specific feedback frequently; use visual focus points; seat near positive role models during floor discussions; celebrate sustained focus; timer challenges appeal to competitive nature
dyspraxia
- Break down spinning movements into smaller component steps; provide additional practice time for motor planning; use larger, stable apparatus that's easier to control; reduce complexity of sequences (2 spins instead of 3); allow verbal rehearsal of sequence before physical attempt; provide visual sequence cards to follow; buddy support for spatial awareness; focus on quality over quantity; celebrate effort and improvement not perfection; allow seated or supported spinning if balance is challenging; extra time for apparatus transitions
autism spectrum
- Provide visual schedule showing lesson structure and transitions; use 'now and next' boards for activity sequence; offer quiet zone if sensory overload occurs; warn before loud noises (whistle); allow sensory breaks if needed; provide clear, literal instructions without ambiguity; use visual timers for time awareness; maintain consistent routines where possible; offer movement breaks; allow preferred apparatus if it aids engagement; social story about group work if needed
visual impairment
- Use brightly coloured or high-contrast mats and apparatus for visibility; provide detailed verbal descriptions of all demonstrations with directional language; assign a sighted buddy for support during movement; use textured floor markers to define spaces; give clear auditory cues for timing (counting aloud, tambourine beats); allow tactile exploration of apparatus before use; position at front near teacher for demonstrations; ensure adequate lighting in hall
hearing impairment
- Use visual signals alongside whistle (raised hand for stop, thumbs up for go); provide written or pictorial instruction cards for sequences; demonstrate all activities with exaggerated movements; ensure face-to-face positioning for lip-reading opportunities; use British Sign Language if known for key vocabulary; buddy system for ensuring instructions heard; position near front for demonstrations; visual timer visible for time-bound activities
physical disability
- Offer seated spinning sequences for wheelchair users - spin on seat, use arm movements; adapt apparatus to lower heights or use floor-based alternatives; provide wedges or support equipment for balance assistance; allow longer transition times between movements; modify group size for easier coordination; use resistance bands or scarves to create visual spinning effect if body spinning not possible; celebrate all movement achievements; focus on levels achievable for individual
Cross-Curricular Links
English
Technical vocabulary development (points, patches, dynamics, canon, unison, mirroring, symmetrical, asymmetrical); verbal communication of ideas during group planning; providing structured oral feedback to peers; following and giving multi-step verbal instructions; descriptive language when analysing performances
Maths
Counting beats and timing for sequences (1, 2, 3, spin); understanding angles of body positions during spinning (45°, 90°, 180° rotations); geometry of formations (linear, circular, triangular group shapes); symmetry and asymmetry concepts in movement; measuring time for apparatus setup/pack-away challenges; calculating improvements in timing
Science
Forces acting on body during spinning - centripetal force, friction with floor surfaces; balance and centre of gravity in different spinning positions; muscular system - which muscles are working during back support and spinning; effects of exercise on heart rate and breathing (warm-up to cool-down changes); momentum and rotation physics
Art
Body shapes creating visual patterns in space; symmetry and asymmetry as design principles; formations as geometric composition; dynamics as artistic expression (sharp vs smooth movements); levels creating visual interest like perspective in art; group tableaus as living sculptures
Drama
Creating sequences with beginning, middle and end (narrative structure); performance skills - facial expression, body tension, presentation; use of dynamics to create mood/atmosphere; formation and spatial awareness similar to staging; responding to audience (peer observers); timing and rhythm in group performance
PSHE
Teamwork and collaboration skills in group sequence creation; communication and listening when giving/receiving feedback; resilience when sequences don't work first time - trying again; self-confidence building through performance; respecting others' ideas and abilities; honesty in self-assessment; celebrating diversity of movement solutions
Teacher Guidance
Positioning
During warm-up, stand at edge of space with back to wall for full visibility; during group sequence work, circulate continuously, spending 20-30 seconds with each group; during apparatus work, position at corner or on raised platform for clear sight lines to all stations, moving to elevated apparatus stations for closer supervision; during demonstrations, stand where all students and demonstrators are in view; during cool-down, central position allows scanning of all pairs
Observation Focus
Watch for: quality of spinning technique (control, balance, completion), group collaboration dynamics, use of technical vocabulary, application of levels and dynamics concepts, safety-conscious choices, progression in confidence from floor to apparatus, precision of timing in group work, creativity in sequence construction, response to feedback, engagement of all students including those less confident
Intervention Points
Intervene immediately if: unsafe apparatus use observed, spinning becoming too fast/uncontrolled, students attempting head/neck spins, apparatus setup rules broken, collisions occurring, any student showing signs of distress or dizziness, one group member being excluded, feedback becoming unkind or unconstructive, fatigue causing safety compromise; also intervene to: celebrate excellent practice, redirect off-task behaviour, provide scaffolding for struggling groups, extend learning for advanced students
Demonstration Notes
Demonstrate: Always use exaggerated, slow movements for clarity when introducing new skills; for back support, emphasise fingers pointing to feet for wrist safety; for spinning, show control and complete rotation; for apparatus work, demonstrate mounting, spinning and dismounting sequence; use student demonstrations frequently to model variety and build confidence; when demonstrating what not to do, make it clearly humourous/different so students understand it's incorrect; stand where all students can see; repeat demonstrations if needed; provide commentary during demonstration: 'Watch my knees bend... now I'm pushing through my arms... now I'm spinning slowly...'
Verbal Cues
- •'Controlled spins - quality not speed!'
- •'Find your space - check you can't touch anyone'
- •'Eyes on your group - tight timing!'
- •'Show me different levels - make it obvious!'
- •'Soft, controlled landing from apparatus'
- •'Two people on that bench - safety first!'
- •'Freeze and balance - hold it strong!'
- •'What body part is that - point or patch?'
- •'Is that high, medium or low level?'
- •'Together in 3, 2, 1... spin!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall or gymnasium space for 30 students, clear of obstacles and hazards; additional height clearance of 3m+ required for elevated apparatus work; perimeter wall space for apparatus storage
Surface Check
Clean, dry, non-slip floor surface essential for spinning activities; check for splinters on wooden floors; ensure no water, dust or debris that could cause slips; mats positioned on even floor areas without wrinkles or curling edges
Equipment Safety
Safety Checks
- •All gymnastics apparatus checked for stability before use - no wobbling benches or loose equipment
- •Benches secured with rubber feet or non-slip base, weight limits observed
- •Boxes/platforms stable with no cracks or structural damage
- •Mats have adequate foam depth (minimum 32mm for floor work), no tears or worn areas
- •Wall bars secure with no loose rungs or fixings
- •Inclined planks properly secured with hooks and safety checks
- •All apparatus positioned away from walls/hard surfaces where possible
- •Regular equipment inspection log maintained
Risk Management
Key Risks
- •Collisions during energetic warm-up game - controlled by spacing rules and teacher supervision
- •Falls from apparatus during spinning - mitigated by appropriate height apparatus, mats, and supervision
- •Dizziness from spinning - managed through controlled spinning speeds and rest periods
- •Wrist strain from back support positions - addressed through correct technique teaching and monitoring
- •Apparatus setup/pack-away injuries - prevented through clear rules and paired lifting
- •Overcrowding on apparatus - controlled through group sizes and turn-taking systems
- •Head/neck injury from unsafe spinning - prohibited through clear rules and constant vigilance
Risk Mitigation
- •Clear boundaries and personal space expectations established before activities begin
- •Progressive skill building from floor to low apparatus to elevated apparatus
- •Constant teacher supervision with strategic positioning for visibility of all students
- •Emergency stop signal (whistle) established and practiced for immediate halt
- •Warm-up includes wrist and shoulder preparation for weight-bearing
- •Spinning speeds controlled and monitored - 'control over speed' reinforced
- •Mats positioned appropriately for dismounting and elevated work
- •Groups sizes limited on apparatus to prevent overcrowding (maximum 6 per station)
- •No head/neck-based inversions permitted without specialist training and equipment
- •Regular rest/observation periods prevent fatigue-related accidents
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned centrally during warm-up for 360-degree visibility
- •During skill development, circulate actively to all groups every 60-90 seconds
- •Position at corner during apparatus exploration for sight lines to all stations
- •Elevated apparatus stations (boxes, high benches) require more frequent checks
- •During demonstrations, ensure all other students are seated safely and visible
- •Monitor setup/pack-away from central position, scanning for rule-breaking
- •Never leave hall when apparatus is out and students are active
- •Watch for fatigue signs particularly in latter stages of lesson
Emergency Procedures
On whistle blast, all students freeze immediately; teacher assesses situation; if injury, teacher approaches with first aid knowledge; other students moved to safe seated position away from incident; second adult summoned if available; first aid administered as appropriate; incident logged; parents informed if necessary; near-miss incidents also recorded for future risk assessment updates