Lesson 6 - Mirroring Sequences with Apparatus
Partner Control Basics
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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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
Distributed around hall for warm-up space
Alternative: Carpet tiles, yoga mats for floor work
Set up 6 circuit stations around hall perimeter
Alternative: Playground equipment, indoor climbing frames
Placed at corners of hall for assessment activity
Alternative: Coloured hoops, markers
For timing apparatus setup challenge
Alternative: Smartphone timer, wall clock
For recording sequences and assessment evidence
Alternative: Smartphone for video recording
Key Vocabulary
Moving exactly the same as your partner at the same time, like looking in a mirror
A series of movements performed one after another in a planned order
The movement that connects one skill to the next in a smooth way
Moving together at exactly the same time
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
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