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Lesson 4 - Matching & Contrasting Sequences

Group Sync & Shape Contrast

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Year 4

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Gymnastics

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Big Question

How can we create exciting gymnastic sequences that show both teamwork and individual expression with a partner?

Learning Objectives

To work collaboratively with a partner to create gymnastic sequences
To understand and demonstrate matching and contrasting movements
To perform gymnastic movements with control and poise

Key Outcomes

Students will create a sequence with clear matching and contrasting elements
Students will demonstrate improved control and poise in their movements
Students will work effectively with a partner to produce their best work

Equipment & Resources Required

Gymnastics Mats

6-8 stations

Arranged in apparatus groups around the hall

Alternative: Carpet tiles or towels for floor work

Stopwatch

For timing apparatus setup and activities

Alternative: Smartphone timer app

Cones

8-10

To mark boundaries and apparatus group positions

Alternative: Bean bags or markers

Key Vocabulary

Matching

When partners perform the same movement at the same time

Contrasting

When partners perform different movements that complement each other

Sequence

A series of movements performed in a planned order

Control

Moving with purpose and precision, not rushed or wobbly

Poise

Moving with grace, confidence and good posture

Front Support

Like a plank position with straight body supported on hands and toes

Back Support

Sitting position with hands behind supporting body weight, legs extended

Side Support

Lying on side supporting body weight on one hand and feet

Skill Progression Pathway

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

Prior Learning

Basic gymnastic positions (front support, back support, side support)
Simple travelling movements on hands and feet
Understanding of basic gymnastic vocabulary

Current Skills

Partner work and collaboration skills
Creating sequences with matching and contrasting elements
Performing with increased control and poise

Next Steps

Complex partner sequences with apparatus
Advanced gymnastic skills with partner support
Creating group performances with multiple partners

Milestone Indicators

Smooth transitions between matching and contrasting movements

Clear communication and planning with partner

Consistent performance quality throughout sequence

Key Teaching Points

Matching movements must be identical and simultaneous between partners
Contrasting movements should complement each other with clear differences
Control means moving with purpose and precision, not rushed or wobbly
Poise involves confidence, good posture and graceful movement quality
Effective partnership requires both students contributing equally to planning
Sequences need clear beginning, middle and end with smooth transitions
Safety in apparatus work through proper handling and appropriate movement choices

Common Misconceptions

Thinking matching just means doing similar movements rather than identical synchronized movements
Believing contrasting means completely opposite rather than complementary different movements
Assuming faster or more complex movements show better control
Thinking one partner should lead all the planning and decision making
Believing apparatus work is just about using equipment rather than enhancing sequence quality
Assuming poise is just about looking pretty rather than confident controlled movement
Thinking sequences are just random movements rather than planned connected elements

SEN Adaptations

ADHD

Shorter practice sessions with movement breaks, clear immediate goals, fidget tools during listening times, positive frequent feedback

dyspraxia

Extra practice time for movement coordination, simplified sequences initially, visual sequence cards, patient partner pairing

autism spectrum

Clear visual schedule of lesson sections, predictable partner pairings, quiet practice areas available, advance warning of transitions

visual impairment

Partner with sighted student, use verbal cues for positioning, tactile guidance for apparatus setup, bright markers for boundaries

hearing impairment

Visual demonstrations of all instructions, hand signals for timing, written sequence cards, vibrating timer for beat awareness

physical disability

Adapted movements within capability, use of supportive apparatus, modified sequences focusing on upper body or accessible movements

Cross-Curricular Links

Maths

Understanding symmetry and asymmetry in matching/contrasting movements, counting beats and timing in sequences, spatial awareness and positioning

Science

Forces and balance in gymnastic positions, how muscles work to create and control movement, understanding centre of gravity

Art

Creating aesthetically pleasing sequences, understanding composition and design in movement, expressing creativity through physical forms

PSHE

Cooperation and communication skills, building trust with partners, resilience when movements don't work first time, celebrating others' achievements

Teacher Guidance

Positioning

Move around hall to observe all pairs and apparatus stations, position for maximum visibility during performances

Observation Focus

Look for partner cooperation, understanding of matching/contrasting, control and poise in movements

Intervention Points

Step in if partnerships not working well, safety concerns, or students struggling with concepts

Demonstration Notes

Use confident students to demonstrate, emphasise key teaching points visually, show both correct and incorrect examples

Verbal Cues

•'Show me your strong gymnastic shapes!'
•'Work together - both voices matter!'
•'Control first, then add complexity!'
•'Make it clear - matching or contrasting?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full hall space minimum 15m x 10m for partner work and apparatus stations

Surface Check

Non-slip surface free from water or debris, adequate cushioning for apparatus work

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats correctly positioned under and around apparatus
•No damaged or worn equipment in use

Risk Management

Key Risks

•Collisions during partner sequences
•Falls from apparatus
•Poor apparatus handling during setup/pack away
•Overambitious movements beyond ability level

Risk Mitigation

•Clear boundaries and adequate spacing for pairs
•Proper apparatus setup and supervision
•Movement choices matched to student abilities
•Emphasis on control over complexity

Supervision & Emergency Procedures

Supervision Points

•Position to observe all apparatus stations
•Extra supervision during apparatus transitions
•Monitor partner dynamics for cooperation

Emergency Procedures

Clear access to first aid, know location of emergency contacts, stop activity immediately if serious incident