Lesson 4 - Moving in Pairs
Champion Gymnasts: Foundation Movement and Body Awareness
•Reception
•Gymnastics
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How can we move like champion gymnasts together with a partner?
Learning Objectives
- To apply 'champion gymnastics' exploring movements in a pair on the floor and on apparatus
- To develop partner cooperation and movement copying skills
- To create big and small movements both on floor and apparatus
Key Outcomes
- Students will demonstrate champion movements (silent, pointed fingers and toes, still shapes)
- Students will successfully lead and follow movement patterns with a partner
- Students will create varied movements using different body parts on floor and apparatus
Equipment & Resources Required
Spread around hall for floor work area
Alternative: Carpet squares or defined floor spaces
Position with space around for safe movement
Alternative: Low balance beams or lines on floor
Create stations for over, under, through movements
Alternative: Boxes, tunnels, low tables
Place as targets or boundaries for movement
Alternative: Chalk circles or rope circles
Optional background music for movement flow
Alternative: Voice counting or clapping
Key Vocabulary
A gymnast who moves silently, points their fingers and toes, and makes still, controlled shapes
Movements that use lots of space and stretched body parts
Movements that use little space with tucked or compact body parts
One partner creates movements while the other copies exactly
Different parts we can travel on: feet, hands, knees, bottom, tummy
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, running, jumping)
- Understanding of high and low levels
- Simple shape-making with body
Current Skills
- Partner cooperation and following
- Big and small movement contrasts
- Basic apparatus work with partner
Next Steps
- Sequence building with partner
- More complex apparatus combinations
- Creative partner choreography
Milestone Indicators
Key Teaching Points
- Champion gymnasts move with pointed fingers and toes, silent landings, and controlled shapes
- Partner work requires communication, patience, and taking turns to lead and follow
- Big movements use maximum space and energy, small movements use minimal space with precision
- Safety on apparatus comes first - always watch partner demonstrate before attempting
- Different body parts can be used for travelling - hands, knees, tummy, feet
- Spatial concepts of over, under, through, and around can be explored on apparatus
- Cooperation and empathy are essential for successful partner gymnastics
Common Misconceptions
- Thinking 'champion' means fastest or strongest - actually means controlled and precise
- Believing that copying means doing movements at exactly the same time - following means after watching
- Assuming big movements must be wild or uncontrolled - they should still maintain good form
- Thinking apparatus work is about showing off - focus should be on safe, controlled movement
- Believing that leaders always have to create new movements - good leading includes clear, copyable movements
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular praise for focus and control
dyspraxia
- Simplified movement patterns, extra demonstration time, patient partner pairings
autism spectrum
- Clear routines for partner changes, visual schedule of activities, quiet space available if needed
visual impairment
- Use verbal cues for movement direction, partner provides gentle guidance, use tactile markers on apparatus
hearing impairment
- Visual demonstrations, hand signals for start/stop, written instruction cards with pictures
physical disability
- Adapted apparatus heights, seated partner work options, focus on achievable movements
Cross-Curricular Links
Maths
Spatial awareness, understanding over/under/through concepts, counting movements and timing
Science
Forces and movement, balance and stability, how the body moves
Communication and Language
Following instructions, using positional language, discussing movements with partner
PSHE
Working with others, empathy through partnership, building confidence
Teacher Guidance
Positioning
Move constantly around apparatus areas, positioning for maximum visibility of all partnerships
Observation Focus
Watch for partner cooperation, safe apparatus use, and champion movement qualities
Intervention Points
Step in if partnerships not working well, apparatus use becomes unsafe, or students struggling with concepts
Demonstration Notes
Always demonstrate partner work with another adult or confident student, emphasise safety first on apparatus
Verbal Cues
- •'Remember your pointed fingers and toes!'
- •'Check your partner is ready!'
- •'Champion movements are silent and controlled!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space with apparatus storage area
Surface Check
Non-slip surface free from hazards, mats positioned for safe landings
Equipment Safety
Safety Checks
- •Check all apparatus is stable and secure before use
- •Ensure mats are positioned under and around apparatus
- •Verify apparatus height appropriate for Reception students
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between partners
- •Inappropriate apparatus use
- •Overconfidence leading to unsafe movements
Risk Mitigation
- •Clear boundaries around apparatus areas
- •Teacher demonstration before student attempts
- •Partner system provides built-in safety monitoring
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Move around constantly monitoring partnerships
- •Stay close to apparatus areas during main activity
Emergency Procedures
Stop signal, assess injury, appropriate first aid, inform office if serious