🤸

Lesson 2 - Contrasting Partner Sequences

Group Sync & Shape Contrast

•

Year 4

•

Gymnastics

•

Big Question

How can two gymnasts create stunning contrasts while performing the same movements together?

Learning Objectives

To compose a sequence with a partner using contrasting elements
To perform gymnastic movements in contrast to a partner through levels, directions, pathways and speeds
To evaluate partner work using correct technical vocabulary

Key Outcomes

Students will create and perform partner sequences showing clear contrasts
Students will demonstrate understanding of gymnastic contrast principles
Students will use technical language to assess and improve performances

Equipment & Resources Required

Gymnastics Mats

Various stations (benches, boxes, tables)

Arranged around hall perimeter for apparatus work

Alternative: Exercise mats or carpet squares

Cones

12-16 markers

Mark apparatus areas and performance spaces

Alternative: Bean bags or PE spots

Stopwatch

For timing apparatus setup and activities

Alternative: Smartphone timer or clock with second hand

Video Device

1 (optional)

For assessment evidence and feedback

Alternative: Smartphone or tablet

Key Vocabulary

Contrast

Performing movements in clearly different ways to create visual interest and variety

Levels

The height at which movements are performed - high, medium, low

Pathways

The route or direction of travel during movement

Sequence

A series of movements performed in a specific order with clear beginning and end

Adjacent

Positioned next to or beside each other

Unison

Performing movements at exactly the same time

Skill Progression Pathway

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

Prior Learning

Basic gymnastic positions and shapes
Simple rolling and balancing skills
Understanding of high and low levels

Current Skills

Partner cooperation and timing
Creating and remembering sequences
Understanding contrast in movement

Next Steps

Complex partner and group sequences
Advanced contrasting elements
Performance quality refinement

Milestone Indicators

Can work cooperatively with different partners

Shows clear understanding of contrast principles

Uses technical language confidently

Key Teaching Points

Contrast creates visual interest and demonstrates skill variety in gymnastics
Quality of movement is more important than complexity in sequence work
Technical vocabulary helps students analyse and improve their own and others' work
Partnership skills require communication, compromise and mutual support
Safety must never be compromised for spectacular movement choices
Self-assessment develops metacognitive awareness and independence
Apparatus enhances learning opportunities but requires careful safety management

Common Misconceptions

Misconception: Contrast means doing completely different movements - Correction: Same movements performed in different ways
Misconception: Faster always means better - Correction: Control and technique are more important than speed
Misconception: Complex sequences are always better - Correction: Simple sequences performed well are more valuable
Misconception: Only gymnastics words count as technical language - Correction: Any specific movement terminology is valuable
Misconception: Partners must have identical abilities - Correction: Different abilities can create interesting contrasts

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer choice in sequence elements where possible

dyspraxia

Allow extra practice time, simplify sequences initially, provide step-by-step visual guides, focus on quality over complexity

autism spectrum

Provide clear structure and routines, offer quiet break areas if overwhelmed, use visual schedules for lesson progression

visual impairment

Use tactile guidance for apparatus placement, provide verbal descriptions of contrast demonstrations, assign sighted partner for spatial awareness support

hearing impairment

Use visual signals and demonstrations, provide written instruction cards, ensure visual contact during instruction giving

physical disability

Adapt apparatus height and types, modify contrast requirements to match physical capabilities, focus on achievable movement patterns

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for movement, speaking and listening through peer feedback

Maths

Spatial awareness and geometry through pathways, symmetry and asymmetry in partner work, timing and counting in sequences

Science

Forces and motion in different types of movement, balance and centre of gravity, physics of momentum and direction changes

Art

Creating visual patterns through movement, understanding composition and contrast in creative work, aesthetic appreciation

PSHE

Cooperation and teamwork, giving and receiving constructive feedback, perseverance and resilience in skill development

Teacher Guidance

Positioning

Move between working pairs during sequence creation, position for optimal viewing during performances

Observation Focus

Look for quality of contrast elements, partnership cooperation, safety awareness, and technical vocabulary use

Intervention Points

Step in if partnerships struggling with communication, safety concerns arise, or contrast concepts need clarification

Demonstration Notes

Use confident students to demonstrate good contrast examples, model technical vocabulary use, show progression from simple to complex

Verbal Cues

•'Make your contrasts obvious!'
•'Work together, move together!'
•'Use your technical words!'
•'Safety first, spectacular second!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m with apparatus storage around perimeter

Surface Check

Non-slip surface free from water, chalk or debris that could cause slipping

Equipment Safety

Safety Checks

•Check all apparatus is stable and secure before use
•Ensure mats are flat and not bunched or folded
•Verify adequate space around each apparatus station
•Check apparatus height appropriate for age group

Risk Management

Key Risks

•Falls from apparatus
•Collisions between partners
•Overextension during back support positions
•Unsafe apparatus setup or breakdown

Risk Mitigation

•Continuous supervision during apparatus work
•Clear boundaries and adequate spacing between working pairs
•Progressive skill building from floor work to apparatus
•Emphasis on controlled movements over spectacular ones
•Strict adherence to apparatus setup and breakdown procedures

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during apparatus work
•Monitor high-activity areas during warm-up games
•Check partner cooperation and communication regularly
•Ensure apparatus challenges remain within ability levels

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear area of other students if needed