🤸

Lesson 3 - Mirror Work and Half Lever Skills

Artistic Sequence Control

•

Year 3

•

Gymnastics

•

49 min

Big Question

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

Gymnastics Mats

1 per 2 students (15 mats)

Scattered around working area as 'lily pads' with safe spacing between

Alternative: Carpet tiles, yoga mats, or designated floor spaces

Cards

Teacher reference set

Keep accessible for teacher demonstration reference

Alternative: Laminated instruction sheets or visual guides

Whiteboards

Positioned where all students can see for teaching points display

Alternative: Large paper sheets or demonstration area

Key Vocabulary

Mirror work

Moving exactly the same as your partner but as if you're looking in a mirror - left hand copies right hand

Unison

Moving at exactly the same time as your partner doing the same actions

Dish shape

A gymnastics position lying on back with shoulders and legs lifted off the floor

Half lever

A strength position sitting with hands on floor lifting bottom and legs off the ground

Pike position

Body bent at the hips with straight legs, like touching your toes

Straddle position

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

Can maintain dish shape for 3+ seconds

Demonstrates good timing in partner mirror work

Shows progression towards half lever positions

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