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Lesson 6 - Mirroring Sequences with Apparatus

Partner Control Basics

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Year 2

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Gymnastics

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Big Question

How can we create perfectly synchronised sequences with our partner using controlled movements?

Learning Objectives

To mirror a partner's movements with precision and timing
To create sequences with controlled twists, spins and turns
To demonstrate physical confidence in performance

Key Outcomes

Students will successfully mirror their partner's movements in unison
Students will create and perform sequences with clear beginnings and controlled transitional movements
Students will demonstrate improved physical confidence through practice and feedback

Equipment & Resources Required

Gymnastics Mats

1 per 4 students (8 mats)

Distributed around hall for warm-up space

Alternative: Carpet tiles, yoga mats for floor work

Apparatus

6 stations (benches, boxes, wall bars)

Set up 6 circuit stations around hall perimeter

Alternative: Playground equipment, indoor climbing frames

Cones

4 different coloured cones

Placed at corners of hall for assessment activity

Alternative: Coloured hoops, markers

Stopwatch

For timing apparatus setup challenge

Alternative: Smartphone timer, wall clock

Digital Cameras

For recording sequences and assessment evidence

Alternative: Smartphone for video recording

Key Vocabulary

Mirroring

Moving exactly the same as your partner at the same time, like looking in a mirror

Sequence

A series of movements performed one after another in a planned order

Transition

The movement that connects one skill to the next in a smooth way

Unison

Moving together at exactly the same time

Physical confidence

Feeling brave and sure about your body movements

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic rolls (log roll, teddy bear roll)
Simple balances on different body parts
Taking weight on hands briefly
Following simple instructions in PE

Current Skills

Mirroring partner movements with timing
Creating sequences with controlled transitions
Using twists, spins and turns as linking movements
Demonstrating physical confidence

Next Steps

Creating longer sequences with more complex transitions
Partner sequences involving matching and contrasting
Group sequences with multiple partners
Incorporating apparatus into partner work

Milestone Indicators

Maintains eye contact with partner during mirroring

Moves in unison without verbal cues

Demonstrates smooth transitions between movements

Shows confidence in performance situations

Key Teaching Points

Emphasise timing and eye contact for successful mirroring
Encourage smooth transitions rather than stopping between moves
Focus on control and safety, especially on apparatus
Celebrate effort and improvement, not just achievement
Use peer feedback to develop critical observation skills
Build confidence through progressive skill development
Connect learning to future opportunities in gymnastics

Common Misconceptions

Mirroring means copying after the partner moves (it's simultaneous)
Sequences are just moves in any order (they need clear structure)
Apparatus work is about showing off (it's about controlled skill development)
Feedback should focus on what's wrong (balance positive with suggestions)
Physical confidence means taking risks (it means controlled, safe performance)

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries, frequent positive feedback

dyspraxia

Slower movement patterns, extra practice time, simplified sequences initially

autism spectrum

Clear routines and structure, visual schedule of activities, quiet zones available

visual impairment

Use verbal descriptions for all movements, partner guidance, high contrast equipment

hearing impairment

Clear visual demonstrations, hand signals, written instruction cards

physical disability

Adapted movements for wheelchair users, modified apparatus heights, seated options

Cross-Curricular Links

English

Following and giving instructions, descriptive vocabulary, peer communication

Maths

Counting sequence elements, understanding patterns and repetition, spatial awareness

Science

Forces and balance, body systems during exercise, coordination and control

PSHE

Cooperation and teamwork, giving constructive feedback, building confidence

Teacher Guidance

Positioning

Move around hall to observe all pairs, position near apparatus during that section

Observation Focus

Watch for timing in mirroring, safety on apparatus, quality of peer feedback

Intervention Points

Step in for unsafe apparatus use, support struggling partnerships, clarify instructions

Demonstration Notes

Use teaching assistant or confident student for partner demonstrations

Verbal Cues

•'Watch your partner's eyes for timing'
•'Smooth and controlled movements'
•'Clear beginning position'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 20m with high ceiling for apparatus

Surface Check

Non-slip hall floor, clean and dry, checked for hazards

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned correctly around apparatus
•Equipment carried safely with proper lifting techniques

Risk Management

Key Risks

•Falls from apparatus
•Collisions during partner work
•Strains from improper lifting
•Impacts during rolling movements

Risk Mitigation

•Clear safety rules established and reinforced
•Adequate supervision during apparatus work
•Progressive skill building before complex movements
•Proper spacing between working pairs

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Monitor partner interactions for safety
•Check apparatus setup before student use

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed