Gymnastics — Shapes and Balances — Year 2 Lesson Plan
National Curriculum: PE KS1 — develop flexibility, strength, technique, control and balance through gymnastics activities; perform dances using simple movement patterns
Overview
Pupils explore gymnastic body shapes — tuck, pike, straddle, straight and star — and use them to create balances on different body parts. They develop core strength, body tension and spatial awareness, practising on mats and the floor. Pupils begin to link shapes and balances into a short sequence with a clear start and finish position.
Learning Objectives
- Name and perform the five basic gymnastic body shapes: tuck, pike, straddle, straight and star.
- Hold a balance on three different body parts for a minimum of three seconds.
- Create a short sequence of three balances linked by a travelling movement.
- Observe a partner's sequence and identify one balance they performed with control.
Key Vocabulary
Suggested Lesson Structure
Pupils travel around the space: walk, skip, hop. On a signal: make a 'statue' (still, tense body). Introduce shapes by calling them out: tuck — pupils curl up; star — spread out; straight — pencil shape; straddle — legs wide. Repeat faster, adding pike. Body tension exercise: lying on floor, make body as stiff as a plank (teacher tries to wobble pupils gently — harder than it looks!).
On mats: teach each shape formally. Straight: stand tall or lie flat, squeeze everything. Tuck: sitting, hug knees, make yourself as small as possible. Pike: sitting, legs out straight, reach forward. Straddle: legs wide, back straight. Star: standing or lying, arms and legs wide. Then balances — on two feet (like a jumping shape held still), on one foot (arabesque), on hands and knees, on bottom with legs up (V-sit). Key teaching point: body tension makes balances look controlled and professional. Demonstrate a wobbly vs. tense balance.
Pupils practise each balance on their mat, holding for a count of three. Teacher challenges: can you make a tuck balance? (Sitting, tuck shape, bottom on floor, feet up.) A star balance on hands and knees? (One arm and opposite leg extended.) Pairs: one performs a balance, the other checks for tension (are the stretched limbs straight? Is the core tight?). Swap.
Each pupil creates a sequence: balance 1 — shape of their choice — travel across mat — balance 2 — shape of their choice — jump to finish. Practise three times. Pupils who are ready add balance 3 after the travel.
Three or four pupils perform their sequence to the class. Observers: name one balance and one shape they spotted. Cool down: slow breathing, stretch into pike and straddle on the floor. Ask: what makes a balance 'good'? (Stillness, tension, control.) What is the difference between a tuck and a pike?
Common Misconceptions
- Pupils think gymnastics is about big acrobatics — emphasise that simple, controlled, tense shapes are what gymnastics is built on.
- Confused between pike (straight legs) and tuck (bent knees) — use visual flash cards and repeat in every lesson until secure.
Prior Knowledge
Pupils should already be able to:
- Simple balances and body-shape exploration from Year 1 gymnastics.
- Experience of travelling movements (roll, jump, skip) on and off mats.
Want a personalised version of this lesson?
Use Staffroom to generate a complete lesson plan tailored to your class — add context about ability, recent learning, or specific pupils and get a plan ready to teach. Free trial, no card required.