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Lesson 8 - Partner Sequences with Equipment

Partner Sequence Creation

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Year 3

•

Gymnastics

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45 min

Big Question

How can we create gymnastics sequences that flow smoothly and use equipment creatively with a partner?

Learning Objectives

To create a partner sequence incorporating gymnastics equipment effectively
To demonstrate how actions can flow smoothly from one to another
To adapt movement sequences to suit different types of apparatus

Key Outcomes

Students will create a partner sequence using hoops that demonstrates clear flow between movements
Students will show adaptation skills when working with different equipment
Students will demonstrate effective collaboration and negotiation skills with their partner

Equipment & Resources Required

Hoops

One hoop per pair, stored safely at side of mats when not in use

Alternative: Skipping ropes, bean bags for modified activities

Gymnastics Mats

Spread evenly around teaching area with safe spacing for movement between them

Alternative: Carpet tiles or designated floor spaces if mats unavailable

Cones

To mark boundaries and safe areas around mats

Alternative: Spots or chalk marks

Key Vocabulary

Point balance

A balance performed on small body parts like hands, feet, or head

Patch balance

A balance performed on large body parts like back, side, or stomach

Body tension

Keeping muscles tight and controlled to maintain good shape and balance

Flow

Moving smoothly from one action to another without stopping

Sequence

A series of gymnastics movements performed one after another

Contrasting actions

Movements that are different from each other (high/low, fast/slow, curved/straight)

Matching actions

Movements that are the same or similar between partners

Skill Progression Pathway

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

Prior Learning

Basic gymnastics actions (balances, rolls, jumps, travelling)
Understanding of body tension and control
Experience working with hoops in individual sequences
Basic partner work and turn-taking

Current Skills

Creating partner sequences with equipment
Adapting movements to incorporate apparatus
Planning and negotiating sequence content with a partner
Demonstrating flow between different gymnastics actions

Next Steps

More complex partner sequences with multiple pieces of equipment
Partner sequences with synchronized movements
Creating group sequences
Advanced apparatus work with benches and boxes

Milestone Indicators

Students can create a 6-8 action sequence that flows smoothly

Partners can work together effectively with minimal teacher intervention

Students can adapt basic skills when equipment is introduced

Clear demonstration of matching or contrasting movements with partner

Key Teaching Points

Partner collaboration and effective communication are as important as physical skills
Quality of movement and strong body tension should be emphasised over complex actions
Safe equipment use and spatial awareness must be maintained throughout the lesson
All four gymnastics actions (balance, jump, roll, travel) must be included in sequences
Flow and smooth transitions between movements enhance sequence quality
Positive feedback and encouragement support learning and confidence building
Reflection on the collaboration process develops important life skills

Common Misconceptions

Point and patch balances are the same - clarify that point uses small body parts, patch uses large body parts
Gymnastics sequences should be as complex as possible - emphasise quality and flow over complexity
Partner work means doing exactly the same movements - explain matching vs contrasting and individual contributions
Equipment must be used continuously - show that strategic incorporation is more effective than constant use
Faster movements are better - reinforce that control and quality are more important than speed

SEN Adaptations

ADHD

Clear boundaries and expectations, frequent movement breaks built into activities, visual reminders of rules, positive reinforcement system

dyspraxia

Simplified movement patterns, extra practice time, step-by-step movement breakdown, visual cues for positioning, modified equipment if needed

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, predictable sequence of events, advance warning of transitions

visual impairment

Use bright coloured hoops, clear verbal descriptions of movements, buddy system for navigation, tactile guidance for positioning

hearing impairment

Visual demonstrations with exaggerated movements, written instructions on board, hand signals for key commands, visual feedback cards

physical disability

Adapted equipment (larger hoops, softer landing surfaces), modified movements (seated balances, wheelchair-accessible activities), partner support

Cross-Curricular Links

English

Developing vocabulary through gymnastics terminology, communication skills during planning, listening skills during partner work

Maths

Counting sequences, timing activities, spatial awareness and geometry through movement patterns, symmetrical and asymmetrical shapes in balances

Science

Understanding forces and motion through jumping and rolling, balance and gravity in gymnastics positions, body systems during physical activity

Art

Creating and composing sequences, understanding of flow and rhythm, appreciation of movement as creative expression

PSHE

Collaboration skills, negotiation and compromise, giving and receiving constructive feedback, building self-confidence through performance

Teacher Guidance

Positioning

Central position with clear sight lines to all pairs, move to perimeter during performances for better viewing angles

Observation Focus

Monitor safe equipment use, quality of gymnastics actions, effective partner collaboration, and inclusion of all required sequence elements

Intervention Points

Step in if unsafe practices observed, if partners struggling with collaboration, or if students need support with sequence planning

Demonstration Notes

Use clear, exaggerated movements for visibility. Demonstrate both correct technique and common mistakes. Model positive partnership language and behaviour throughout lesson.

Verbal Cues

•'Strong body tension!'
•'Smooth transitions!'
•'Work together!'
•'Quality over speed!'
•'Include your hoop!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m hall with non-slip surface, adequate height for jumping movements

Surface Check

Even, non-slip floor free from obstacles, mats positioned securely and flat

Equipment Safety

Safety Checks

•Hoops checked for cracks, sharp edges or damage before use
•Mats positioned with adequate spacing and secure placement
•Equipment stored safely when not in use to prevent trip hazards

Risk Management

Key Risks

•Collisions between students during movement activities
•Falls during balancing or jumping movements
•Equipment-related injuries from hoops or mats
•Overexertion during sequence practice

Risk Mitigation

•Clear boundaries established for movement areas
•Adequate spacing maintained between working pairs
•Progressive skill building from simple to complex movements
•Emphasis on controlled movements and safe landing techniques
•Regular safety reminders about equipment use and spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working pairs
•Monitor equipment use and safe sharing practices
•Intervene quickly if unsafe practices observed
•Check mat positioning remains secure throughout lesson

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if medical attention required