Lesson 4 - Weight on Hands Sequence
Unified Group Performance
•Year 8
•Gymnastics
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How can we create a unified group performance where individual strengths combine to create something greater than the sum of its parts?
Learning Objectives
- Link gymnastics skills to perform fluid actions and sequences of movement
- Produce a cohesive sequence as a group incorporating different dynamics
- Adapt floor-based routines to work effectively with gymnastics apparatus
Key Outcomes
- Students will choreograph and perform a group routine featuring weight on hands movements
- Students will demonstrate understanding of canon, unison, and mirroring techniques
- Students will successfully transfer and adapt routines from floor to apparatus work
Equipment & Resources Required
Initially arranged in grid formation for floor work, later positioned around apparatus stations
Alternative: Crash mats or thicker mats for advanced weight on hands work
Placed at equal intervals along the hall for warm-up activity, approximately 2-3 metres apart
Alternative: Bean bags, hoops, or chalk marks on floor
Used for timing apparatus setup/pack away and monitoring activity durations
Alternative: Phone timer, wall clock with second hand
Positioned to capture group performances from appropriate angles, ensuring all students visible
Alternative: Smartphones on tripods or stable surfaces
Key Vocabulary
Gymnastics positions where body weight is supported primarily by the hands, such as bunny hops, cartwheels, handstands, or front support
A compositional technique where performers execute the same movement but starting at different times, creating a ripple or wave effect
Performing movements at exactly the same time, synchronized as a group
Partners or groups performing the same movements facing each other as if looking in a mirror
The quality of movement including speed, force, and energy - movements can be sharp, smooth, explosive, or sustained
Moving through space using various methods such as rolling, stepping, jumping, or sliding
The spatial arrangement of group members, such as lines, circles, diamonds, or scattered patterns
The routes or patterns traced through space during movement - can be straight, curved, zigzag, or circular
Modifying a routine or sequence to work in a different context, such as changing floor work to suit apparatus
A planned sequence of movements performed in a specific order, with a clear beginning and end
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic weight on hands positions (front support, crab support)
- Individual travelling actions and balances
- Understanding of personal space and safe movement
- Experience working in pairs or small groups
Current Skills
- Linking weight on hands movements into sequences
- Choreographing group routines with compositional devices
- Adapting sequences for apparatus work
- Working collaboratively to create unified performances
Next Steps
- Creating more complex routines with counter-balance and counter-tension
- Incorporating flight and advanced transitions
- Developing partner and group balance work
- Composing thematic routines with advanced dynamics
Milestone Indicators
Key Teaching Points
- Weight on hands movements require straight arms and controlled weight transfer - emphasise pushing through shoulders and maintaining arm strength throughout
- Compositional techniques (canon, unison, mirroring) must be VISIBLE and OBVIOUS - exaggerate timing differences and synchronization for clear audience understanding
- Group routines need clear starting position (held 3 seconds) and finishing position (held 3 seconds) to frame the performance professionally
- Apparatus adaptation requires problem-solving - encourage ON, OVER, UNDER, and AROUND use of equipment rather than just BESIDE it
- Safety protocols during apparatus work are non-negotiable - walking pace, paired lifting, proper mat coverage - these prevent injuries
- Dynamics in gymnastics mean varying speed, force, and energy - contrast creates visual interest (slow bridge followed by explosive jump)
- Inclusive group work means utilising everyone's strengths - not everyone does the same move, but everyone contributes meaningfully to the sequence
Common Misconceptions
- Misconception: 'Canon means doing different movements.' Correction: 'Canon means doing the SAME movement but at DIFFERENT TIMES - like a Mexican wave. Watch as we all do forward rolls but starting 2 seconds apart - same move, different timing!'
- Misconception: 'Mirroring means doing exactly the same thing together.' Correction: 'Mirroring means OPPOSITE sides because you're like a reflection. If I raise my LEFT hand, you raise your RIGHT hand - we're facing each other like mirrors!'
- Misconception: 'Weight on hands means only handstands.' Correction: 'Weight on hands means ANY position where your hands support your body weight - bunny hops, cartwheels, crab positions, bridges with hands down, front support - all count!'
- Misconception: 'Our routine has to be really complicated to be good.' Correction: 'Simple routines performed with CONTROL and CLEAR techniques are better than complicated routines that are messy. Quality over complexity!'
- Misconception: 'Everyone in our group has to do exactly the same move.' Correction: 'Not at all! Different people can do different moves at their own level - some cartwheels, some bunny hops - as long as you're TOGETHER in timing or formation, it works!'
- Misconception: 'Dynamics just means going fast.' Correction: 'Dynamics means variety - fast AND slow, strong AND gentle, explosive AND sustained. It's about CONTRAST and changes in energy, not just speed!'
- Misconception: 'We can't adapt our floor routine to apparatus.' Correction: 'You can ALWAYS adapt! A forward roll on the floor could become a roll ALONG a bench. A jump on the floor could become a jump ONTO a box. Be creative and problem-solve!'
SEN Adaptations
ADHD
- Provide frequent movement breaks naturally built into lesson structure, clear and concise instructions one step at a time, use of stopwatch/timer to create urgency and focus, assign active roles within group (demonstrator, equipment manager), immediate positive feedback for on-task behaviour, allow fidget tools during planning/discussion if helpful, break routines into smaller chunks, use high-energy warm-up to channel energy positively
dyspraxia
- Use larger, more stable apparatus (wide benches, low boxes), allow extra practice time for weight on hands movements, break down complex movements into smaller steps with visual cues, provide physical prompts and guided practice, simplify routines to 3 movements maximum, use wall/partner support for balance activities, offer alternative travelling methods (walking, stepping rather than jumping), ensure mats are thick and stable, celebrate effort and small improvements enthusiastically
autism spectrum
- Provide visual schedule showing lesson structure (warm-up→skills→apparatus→cool-down), offer quiet zone/time-out space if overstimulated, use consistent language and routines each lesson, give advance warning of transitions ('2 minutes until apparatus'), allow choice within structure (choose 2 from 3 compositional techniques), pair with understanding partner, reduce group size to 3-4 if 6 is overwhelming, minimise noise during concentration periods
visual impairment
- Use brightly coloured cones/spots for warm-up obstacles, provide verbal descriptions of all demonstrations with tactile guidance for shapes (guide hands to bunny position), use auditory cues for canon timing (count aloud, use rhythm instruments), buddy system with sighted partner for apparatus work, ensure mat edges are clearly defined with different textures
hearing impairment
- Use clear visual demonstrations for all instructions, provide written/pictorial routine plans, use visual signals for start/stop (raised hand, lights), exaggerated gestures for canon/unison/mirroring demonstrations, position student where they can see teacher's face for lip reading, use vibrating timer or visual timer for apparatus challenges, buddy system for verbal instructions
physical disability
- Adapt weight on hands to seated/supported positions (hands on chair pushing up), allow wheelchair users to create routines incorporating wheel movements as 'travelling', modified apparatus work using ramps or low-level equipment, focus on upper body or lower body only routines depending on needs, extra time for transitions and adaptations, specialist equipment if available (wedges, support frames)
Cross-Curricular Links
English
Using descriptive vocabulary to explain routines and movements, giving clear verbal instructions to group members, providing constructive feedback using appropriate technical language, articulating thoughts during self-assessment and reflection, creating written routine plans using sequential language
Maths
Counting and timing for canon sequences (2-second intervals), measuring distances between apparatus stations, calculating angles of movement and body positions during balances, understanding symmetry in mirroring work, exploring patterns and sequences in routine choreography
Science
Understanding forces during weight on hands work (push, pull, gravity), exploring centre of gravity and balance points, learning about muscle groups used in gymnastics (shoulders, core, legs), heart rate changes during exercise (warm-up increases, cool-down decreases), physics of momentum and controlled landings
Art and Design
Creating visually appealing formations and pathways (aesthetic composition), understanding symmetry and asymmetry in group shapes, exploring levels, directions, and spatial patterns, designing routines with visual flow and cohesion, appreciating performance as artistic expression
Computing
Using video recording technology to capture performances, analysing recorded routines for improvement (digital literacy), understanding how technology aids assessment and feedback, exploring sequencing and algorithms (routine structure with specific order)
Music
Understanding rhythm and timing in canon sequences, exploring dynamics (loud/quiet parallels fast/slow, strong/gentle), creating routines with musicality even without music, appreciating tempo changes and how they affect movement quality
PSHE
Developing teamwork and collaborative skills in group work, building resilience when routines don't work first time, managing emotions during performance pressure, showing respect for others' abilities and contributions, understanding personal responsibility for safety, celebrating individual differences and strengths within teams
Teacher Guidance
Positioning
Position at corner of hall during floor work for visibility of all 6 groups. Circulate during creation phases but maintain awareness of whole class. Stand centrally during apparatus setup/pack away with clear view of all stations. Move to highest-risk apparatus during use (climbing frame, wall bars).
Observation Focus
Watch for: 1) Safe weight on hands technique - straight arms, controlled weight transfer, 2) Clear use of compositional techniques - visible timing for canon, synchronization for unison, opposite sides for mirroring, 3) Spatial awareness and group cohesion, 4) Positive collaborative behaviours and inclusion of all members, 5) Safe apparatus use - controlled mounting/dismounting, appropriate risk-taking.
Intervention Points
Intervene immediately if: 1) Unsafe execution of weight on hands - bent arms during cartwheels, uncontrolled landings, 2) Apparatus being used unsafely - too many students on equipment, unstable mounting, 3) Students attempting skills beyond capability - modify immediately, 4) Group dynamics breaking down - mediate and refocus, 5) Fatigue affecting safety - enforce rest periods, 6) Safety protocols breached during setup/pack away - stop and reinforce.
Demonstration Notes
Use 3-4 confident students for demonstrations of compositional techniques. Demonstrate canon slowly with clear counting (1... 2... GO! 1... 2... GO!). Show unison with synchronized clapping or jumping. Demonstrate mirroring face-to-face with exaggerated opposite movements. For weight on hands, show progression: bunny hop (accessible) → cartwheel (moderate) → handstand (advanced). Always demonstrate safe landings with bent knees and controlled stops. When demonstrating apparatus adaptation, show one example then allow groups to problem-solve their own solutions.
Verbal Cues
- •'Straight arms for strong weight on hands!'
- •'Find your space - 2 metres from others!'
- •'I should SEE your canon timing - make it obvious!'
- •'Unison means TOGETHER - 3, 2, 1, GO!'
- •'Mirroring - opposite sides like a reflection!'
- •'Soft landings - bend those knees!'
- •'Hold your starting shape like a statue - 3 seconds!'
- •'Walk, don't run - safety first!'
- •'Work together - listen to ALL ideas!'
- •'On, over, under, around - use your apparatus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full school hall minimum 15m x 10m clear space, with additional perimeter space for apparatus setup. Each group needs minimum 4m x 4m area for floor work with 2m clearance between groups.
Surface Check
Clean, dry, non-slip hall floor free from water, debris, or damaged areas. Check for splinters on wooden floors. Ensure floor markings do not create slipping hazards.
Equipment Safety
Safety Checks
- •All mats checked for wear, tears, or exposed foam before use
- •Gymnastics apparatus inspected for stability - benches securely hooked, boxes locked, wall bars firm
- •Ensure adequate mat coverage for all apparatus work - minimum double mat thickness for dismounting areas
- •Video recording equipment positioned safely away from activity areas
- •Stopwatch accessible but not in movement pathways
- •Cones/spots checked for sharp edges or cracks
Risk Management
Key Risks
- •Falls from apparatus - inadequate mat coverage or unstable equipment
- •Collisions between students during group work or apparatus rotations
- •Wrist or arm injuries from weight on hands work without proper progression
- •Head/neck injuries from inverted work or leapfrog activity
- •Crushing injuries during apparatus setup/pack away if lifting protocols not followed
- •Overexertion or muscle strain from inadequate warm-up or advanced moves beyond capability
Risk Mitigation
- •Clear boundaries established for each group's working area with 2m safety zones
- •Progressive skill building - bunny hops before cartwheels before handstands
- •Mandatory paired lifting for all heavy apparatus with demonstrated technique
- •Heads tucked and protected during all bunny positions and leapfrog
- •Constant supervision during apparatus work with teacher positioned for maximum visibility
- •Immediate modification of activities if students showing signs of fatigue or unsafe execution
- •Strict enforcement of walking (not running) policy throughout lesson
- •Apparatus use limited to 2-3 students maximum on any piece simultaneously
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of hall during group floor work to observe all 6 groups
- •Circulate actively during routine creation to monitor technique and safety
- •Stand centrally during apparatus setup/pack away to oversee all stations
- •Position near highest-risk apparatus (climbing frame, wall bars) during use
- •Monitor high-activity transitions between apparatus stations closely
- •Keep sightlines clear - never turn back on active groups
Emergency Procedures
STOP signal (raised hand, whistle, or loud 'FREEZE') immediately halted all activity. Assess situation - if injury, secure area and prevent movement of injured student. Administer appropriate first aid or summon trained first aider. If serious injury, follow school emergency protocols including calling 999 if needed. Complete accident report form. For near-misses, stop activity, reassess safety, modify or cease activity as appropriate.