Lesson 3 - Mirror Work and Half Lever Skills
Artistic Sequence Control
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we work together as a team to create perfectly synchronised movements like professional gymnasts?
Learning Objectives
- To mirror and match actions with a partner showing precise timing
- To develop core strength through dish and half lever positions
- To create and perform sequences combining unison and mirror work
Key Outcomes
- Students will perform mirror and unison movements with improved synchronisation
- Students will demonstrate proper technique in dish and half lever positions
- Students will collaborate effectively to create and refine partner sequences
Equipment & Resources Required
Scattered around working area as 'lily pads' with safe spacing between
Alternative: Carpet tiles, yoga mats, or designated floor spaces
Keep accessible for teacher demonstration reference
Alternative: Laminated instruction sheets or visual guides
Positioned where all students can see for teaching points display
Alternative: Large paper sheets or demonstration area
Key Vocabulary
Moving exactly the same as your partner but as if you're looking in a mirror - left hand copies right hand
Moving at exactly the same time as your partner doing the same actions
A gymnastics position lying on back with shoulders and legs lifted off the floor
A strength position sitting with hands on floor lifting bottom and legs off the ground
Body bent at the hips with straight legs, like touching your toes
Legs wide apart in a V-shape while maintaining straight legs
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance on different body parts
- Simple partner work and following instructions
- Introduction to gymnastics shapes and positions
Current Skills
- Mirror and unison partner work
- Core strengthening through dish and leg raises
- Half lever progressions (pike and straddle)
Next Steps
- More complex gymnastics shapes and balances
- Advanced partner work including counter-balance
- Sequence work incorporating apparatus
Milestone Indicators
Key Teaching Points
- Mirror work means opposite sides - when partner lifts right, you lift left
- Unison means exactly together at the same time
- Press down through hands to lift up in half lever positions
- Dish shape should look like a shallow bowl with shoulders and legs lifted
- Partner work requires good communication and patience
- Core strength takes time to develop - celebrate all progress
- Safety first - work within your own limits and abilities
Common Misconceptions
- Mirror work means copying the same side - explain it's like looking in a reflection
- Half lever should be easy - emphasise it's advanced strength work that takes practice
- Everyone should achieve the same level - celebrate individual progress and effort
- Dish shape means just lifting head - explain whole body engagement required
- Partner sequences must be complex - simple, well-executed sequences are excellent
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries for partner work, regular positive reinforcement
dyspraxia
- Break down movements into smaller steps, allow extra practice time, provide physical support if needed
autism spectrum
- Clear routine structure, visual sequence cards, quiet practice space available if needed
visual impairment
- Use verbal descriptions of mirror work, partner guidance for positioning, tactile cues for body positions
hearing impairment
- Visual demonstrations, hand signals for timing, written instruction cards available
physical disability
- Adapt positions for wheelchair users, modify holds to seated positions, focus on achievable movements
Cross-Curricular Links
English
Following complex instructions, using specific vocabulary, communicating ideas clearly to partners
Maths
Counting seconds for holds, recognising patterns in mirror work, spatial awareness and symmetry
Science
Understanding core muscles and how they work, forces needed to lift body weight, balance and stability
PSHE
Cooperation and teamwork, giving constructive feedback, building resilience when movements are challenging
Teacher Guidance
Positioning
Central position with clear view of all students, move around space during partner work
Observation Focus
Watch for correct technique in dish work, safe partner interactions, signs of frustration or fatigue
Intervention Points
Step in when students struggling with technique, partnerships not working well, or safety concerns arise
Demonstration Notes
Use clear, exaggerated movements for visibility. Demonstrate progressions and emphasise that different levels of achievement are expected and celebrated
Verbal Cues
- •'Press down to go up!' for half lever
- •'Like looking in a mirror!' for mirror work
- •'Dish shape like a banana!' for core work
Safety Considerations
Space & Surface Requirements
Space Requirements
Sports hall or large studio space minimum 15m x 10m with clear floor area
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check mats are clean and free from tears
- •Ensure mats lie flat without curled edges
- •Verify adequate mat thickness for floor work
Risk Management
Key Risks
- •Wrist strain from half lever attempts
- •Neck strain from dish positions
- •Collisions during partner work
- •Falls from attempting moves beyond ability
Risk Mitigation
- •Progressive skill building from basic to advanced
- •Clear demonstrations of safe technique
- •Emphasis on working within individual limits
- •Adequate spacing between working pairs
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during strength work
- •Circulate during partner work to monitor cooperation
- •Watch for signs of fatigue or strain
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact office if serious