Balance, Move, Stretch

Overview

A 60-minute gymnastics session designed for Year 3 pupils (7-8 years old) focusing on developing basic gymnastic skills, balance, coordination, and flexibility. This session aligns with the National Curriculum for Physical Education in England, particularly the requirements for Key Stage 2 (Years 3 and 4).

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National Curriculum Links

Subject Content:

• Pupils develop flexibility, strength, technique, control, and balance through gymnastics (NC, PE, KS2).
• They perform gymnastic actions and sequences individually and with others.
• Pupils comment on and improve their own and others’ work.

Key Learning Objectives (from NC):

• Develop flexibility, strength, and control in balances and shapes.
• Improve coordination when linking movements into short sequences.
• Show initiative in selecting and applying skills in different ways.
• Recognise and describe good performance.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Demonstrate basic gymnastic balances (e.g., tripod, star shape) with control.
2. Link simple movements and balances smoothly into a short sequence.
3. Show improved coordination by transitioning between shapes and travelling movements.
4. Understand the importance of warming up and cooling down for injury prevention and flexibility.
5. Work cooperatively during group activities and respect space and safety rules.

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Equipment Needed

• Gym mats
• Cones or markers
• Stopwatch or timer
• Music player (optional for warm-up/cool-down)

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Lesson Breakdown

1. Introduction & Warm-Up (10 minutes)

Objective: Prepare muscles and increase heart rate, introduce body awareness.

• Activity: “Freeze Shape”
  Pupils move around the space jogging, skipping, hopping, and then on the teacher’s clap or signal, they must 'freeze' into a shape that matches a given gymnastic balance (e.g., star, tuck, straddle).
• Discuss why warming up is important for gymnastics and injury prevention.
• Include dynamic stretches: arm circles, leg swings, ankle rolls.

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2. Skill Development (20 minutes)

Objective: Develop gymnastic balances and linking movements with control.

• Balance Exploration (10 minutes):
  Demonstrate basic balances:

  • Tripod (hands and head supporting the body in a triangle)
  • Star shape
  • Tuck balance
  • Straddle balance
    Pupils practise holding each balance for 5 seconds, focusing on control and body tension.

• Linking Movements (10 minutes):
  Teach pupils to combine balances with travelling movements such as:

  • Balancing → rolling forward (tucked roll) → balancing again
  • Balancing → walking with hands on the floor (bear walk) → balancing
    Pupils create a short 3-move sequence individually or with a partner.

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3. Group Activity: Gymnastics Circuit (20 minutes)

Objective: Apply skills in a fun, co-operative setting emphasising balance, coordination, and flexibility.

• Set up 4 stations around the hall:

  1. Balance Station: Hold different balances for set times.
  2. Roll Station: Practice tucked forward rolls on mats.
  3. Travelling Station: Bear walks or crab walks between cones.
  4. Sequence Station: Practice linking balances and travelling movements in a small sequence.

• Pupils work in small groups, spending 4-5 minutes at each station.

• Encourage peer feedback using positive language such as, “I liked how you held your balance steady.”

• Teacher circulates ensuring safety and providing individual support.

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4. Cool-Down & Reflection (10 minutes)

Objective: Reduce heart rate and stretch muscles to prevent stiffness.

• Lead pupils through static stretches: calf stretch, hamstring stretch, shoulder stretch.
• Finish with deep breathing and gentle movements (e.g., reaching tall and folding forward slowly).
• Group discussion:
  • How did their balances improve?
  • Why is control important in gymnastics?
  • What was their favourite part, and why?

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Assessment Opportunities

• Formative Assessment:

  • Observe pupils holding balances and linking movements for control and body tension.
  • Note pupils’ ability to sustain balance and smoothly transition between moves.
  • Listen for use of correct gymnastics vocabulary during peer feedback.

• Peer Assessment:

  • Pupils give positive, specific feedback during the group activity.

• Self-Assessment:

  • Reflect during cool-down: pupils identify what they found challenging or easy.

Assessment should focus on demonstrating control, coordination, and safe practice rather than perfection.

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Safety Considerations

• Ensure sufficient space between pupils to avoid collisions.
• Mats should be placed on even surfaces, checked for slips or wrinkles.
• Pupils told proper technique for rolling to avoid neck/back injury.
• Teacher to demonstrate safe landing and support positions clearly.
• Encourage pupils to speak up if they feel fatigued or unwell.
• Warm-up and cool-down mandatory to reduce injury risk.

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Extension Ideas

• Challenge advanced pupils to create longer sequences incorporating vaults or jumps safely.
• Introduce basic rhythmic gymnastics elements using ribbons or scarves for coordination.
• Use video recordings for pupils to observe and improve their technique.

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This structured yet creative approach ensures pupils build key gymnastic fundamentals while enjoying movement and cooperation, fully supporting the aims of the National Curriculum in Physical Education for Year 3.