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Lesson 5 - Partner Unison & Actions

Contrasting Movements

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Year 3

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Gymnastics

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45 min

Big Question

How can we work together to create gymnastics sequences that show both unity and contrast?

Learning Objectives

To perform gymnastics actions in unison with a partner
To create sequences using contrasting shapes and actions
To identify and demonstrate strength actions in gymnastics sequences

Key Outcomes

Students will perform synchronised movements with a partner
Students will create sequences combining unison and contrasting elements
Students will recognise and explain where strength is used in their performances

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Spread mats around hall with 2m spacing between each

Alternative: Yoga mats, carpet squares

Gymnastics Shape Cards

1 set (8-10 cards)

Display around the room for reference

Alternative: Printed images of shapes, demonstration posters

Music Player

Central position for clear audio throughout hall

Alternative: Phone with speaker, tablet

Coloured Cones

6-8 for taggers

Ready for quick tagger identification

Alternative: Coloured scarves, bean bags to hold

Key Vocabulary

Unison

Performing the same movement at exactly the same time as your partner

Contrasting

Showing different shapes or actions that are opposite or very different

Synchronisation

Moving at the same speed and timing as your partner

Body tension

Tightening muscles to hold strong, controlled positions

Shoulder stand

Balancing on shoulders with legs in the air

Skill Progression Pathway

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

Prior Learning

Students can perform basic gymnastics shapes
Students understand the concept of working with a partner
Students can identify simple body positions

Current Skills

Working in unison with a partner
Creating contrasting actions within sequences
Recognising strength requirements in gymnastics

Next Steps

Developing more complex partner sequences
Adding apparatus work to partner routines
Creating group performances with multiple partners

Milestone Indicators

Maintains synchronisation throughout a 30-second sequence

Shows clear contrast between own and partner's shapes

Explains where core strength is needed for balance

Key Teaching Points

Unison means exactly the same time - use counting to help timing
Contrasting shapes should be clearly different from each other
Body tension is essential for strong, held positions
Safety first in all strength activities, especially shoulder stands
Partner work requires patience, communication and encouragement
Strength is needed in gymnastics for balance and control
Practice makes perfect - keep trying even when timing is difficult

Common Misconceptions

That unison just means 'doing the same thing' (timing is crucial)
That contrasting means completely opposite (similar themes can still contrast)
That strength is only needed for 'hard' moves (needed for all gymnastics)
That shoulder stands are easy (they require significant core strength)
That partner work should be effortless (it takes practice and patience)

SEN Adaptations

ADHD

Shorter activity segments, clear start/stop signals, regular movement breaks, specific role assignments

dyspraxia

Extra practice time for coordination, simplified movement patterns, visual cues for positioning, patient partner pairing

autism spectrum

Clear routine structure, visual schedule of activities, quiet corner available if overwhelmed, consistent partner pairings

visual impairment

Use tactile shape cards, clear verbal descriptions of all movements, partner provides gentle physical guidance for positioning

hearing impairment

Visual demonstrations for all instructions, clear hand signals for timing, written instruction cards available

physical disability

Adapted positions for all activities (e.g., seated versions), alternative to shoulder stand, modified jumping activities

Cross-Curricular Links

English

Following instructions carefully, using descriptive vocabulary, giving constructive feedback to others

Science

Forces and balance in gymnastics positions, muscle groups and strength, coordination and the nervous system

Art

Body shapes creating visual patterns, composition and contrast in sequences, aesthetic appreciation of movement

Teacher Guidance

Positioning

Move around the hall to observe all pairs, position near pairs needing support during strength activities

Observation Focus

Watch for timing coordination, shape clarity, safe technique in shoulder stands, and positive partner interaction

Intervention Points

Step in if timing is consistently poor, if safety is compromised, or if pairs become frustrated

Demonstration Notes

Use a confident student as partner for demonstrations, exaggerate movements for clarity, always show safety first

Verbal Cues

•'Together on 3!'
•'Strong muscles!'
•'Look at your partner!'
•'Different shapes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles

Surface Check

Clean, dry hall floor suitable for gymnastics activities

Equipment Safety

Safety Checks

•Check mats are clean and lie flat
•Ensure no tears or damage in mats
•Shape cards securely displayed and not creating trip hazards

Risk Management

Key Risks

•Collisions during tag game and partner work
•Unsafe shoulder stand technique
•Falls during jumping activities
•Inadequate spacing between pairs

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing maintained between pairs throughout
•Progressive skill building from simple to complex
•Constant supervision of shoulder stand technique
•Gentle tagging rule enforced during warm-up

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs
•Pay particular attention to shoulder stand activities
•Monitor energy levels and adjust accordingly
•Watch for signs of fatigue affecting safety

Emergency Procedures

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