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Reception, Gymnastics, Unit 2 Lesson 4

Learning Intentions

  1. Identifying different parts of body to balance on.
  2. Discuss what it means to balance.
  3. Discover points and patches.

Skill Development: Point balance and body tension.

Success Criteria

  1. I can perform a balance.
  2. I can hold my balance for 3 seconds.
  3. I can balance on a point and a patch.

National Curriculum Links

Able to master basic balances on different parts of the body.

Literacy and Numeracy Links

Literacy: Able to describe what a balance looks like.
Numeracy: Able to count how many parts of their body are in contact with the floor.

Starter Activity

Musical Statues – Children move around the room to music and must ‘freeze’ in a shape when the music stops. (If not music, use clapping, a whistle, or a tambourine.) You may wish to give them ways to move, and should also explain that you don’t want to see wobbling or movement. Children should try to ‘tighten’ their muscles to stop themselves from moving and wobbling.
Extension: Give the children shapes they must freeze in e.g. star, straight and add  increasingly difficult challenges, such as balancing on one leg or front support.

Suggested Equipment Set up


Teaching Points

To ensure good body tension, encourage extension of limbs, pointing fingers and toes. Try to get the children to count to 3 each time they hold a new balance. Focusing their eyes on a point on the floor can aid balance.

Skill Development

Points, Patches and Developing Body Tension:
Introduce the children to the idea of ‘points’ and ‘patches’.
Points: Small body parts such as feet, hands, head, knees and elbows.
Patches: Large body parts such as back, side of body, legs, shoulders, tummies.


Set out mats in 4’s so there are roughly 4 to 5 stations for the children to work on and split the children evenly across the mats. Demonstrate to the children the difference between a point and a patch balance using one of the groups.

TASK 1: Ask the children to copy a 1, 2 and 3 point balance either by watching you, a pupil demonstrating, or task cards they have been given. Do the same for 3 patch balances. Move round and watch the children focusing attention on the teaching points above.

TASK 2: Moving around the room, when you call ‘points’ children must find a space on a mat and make a point balance. When you call ‘patches’ they must do the same but for a patch balance. Children should ‘freeze’ in their balance until you ask them to move again.

TASK 3: Group pupils back on the mat in groups of 3. Place as much low apparatus around the room as you have and share evenly between the groups of mats. Ask the children to transfer their patch and point balances on to the apparatus. Can they balance on top off, over, on and off the apparatus?

Extension: Move smoothly from one balance to another without moving away; make a short routine alternating point/patch/point/patch.