KS2 · Physical education · Year 3
Balances individually and in pairs
Gymnastics: movements, balances and sequence composition
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can create a variety of quality balances on my own and with a partner.
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Balances individually and in pairs: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can create a variety of quality balances on my own and with a partner.
Key learning points
- Move: quality balances require silence, extending the fingers and toes; holding completely still when performing.
- Think: using a range of levels to create balances demonstrates creative thinking.
- Think: thinking creatively ensures balances are interesting by using a range of body parts to connect to our partners.
- Feel: working with a partner involves being responsible to ensure we are both safe when balancing.
- Connect: thinking about our partner’s safety helps to build trust in a partnership.
Words to know
- balance
- maintaining a desired shape in a stationary position, completely still
- creative
- varied, new and imaginative ideas
- quality
- good characteristics of a performance that suggest the movements and balances are performed correctly
Common mistakes
Some children may think that balancing is easy because it's just about staying still.
Balance requires strength and concentration to keep muscles under control in different positions. Balances should be held for at least 4 seconds and sometimes you need to make adjustments to maintain a balance. Holding a balance requires total focus.
For parents, carers and teachers
- Pupils will use different connection points with the surface to balance. For safety, it should be clear that the head should never be a connection point. Pupils also connect with others using different body parts and attention should be given to cultural sentivities and safeguarding issues.