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Lesson 3 - Partner Asymmetrical Balances

Group Sync & Shape Contrast

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Year 4

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Gymnastics

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1h 2min

Big Question

How can we work together to create beautiful gymnastics sequences that show perfect timing and contrasting shapes?

Learning Objectives

To match partner's asymmetrical balances with precise timing
To work with contrasting dynamics alongside a partner
To perform gymnastics sequences in unison with control

Key Outcomes

Students will demonstrate asymmetrical balances that mirror their partner's movements
Students will show contrasting dynamics whilst maintaining synchronisation
Students will give and receive constructive feedback to improve performance

Equipment & Resources Required

Gymnastics Mats

8-10 large mats

Distributed around apparatus stations

Alternative: Thick exercise mats, carpet tiles for some activities

Benches

4-6 gymnastics benches

Position with adequate space around each

Alternative: Wooden benches, sturdy platforms

Apparatus

Mixed apparatus including tables, boxes, bar box

Set up before lesson in circuit format

Alternative: Any stable gymnastics equipment

Stopwatch

For timing apparatus setup and activities

Alternative: Smartphone timer, wall clock with second hand

Video Device

1 tablet/camera

For assessment filming and feedback

Alternative: Smartphone, video camera

Key Vocabulary

Asymmetrical

Where both sides of the body are in different positions or shapes

Unison

Performing movements at exactly the same time as your partner

Contrasting dynamics

Partners showing opposite movement qualities - one strong, one gentle

Peer evaluation

Watching and giving helpful feedback to improve others' work

Transitional moves

Smooth movements that connect one balance to the next

Skill Progression Pathway

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

Prior Learning

Basic asymmetrical balances on floor
Simple partner work and cooperation
Understanding of balance and body tension

Current Skills

Matching partner movements in unison
Creating contrasting dynamics with partners
Performing on apparatus with control

Next Steps

Complex partner sequences with apparatus
Advanced asymmetrical movements
Choreographed gymnastics routines

Milestone Indicators

Can hold asymmetrical balances for 5+ seconds

Shows perfect timing with partner

Demonstrates clear contrasting dynamics

Key Teaching Points

Asymmetrical means different on each side - emphasise this concept throughout
Timing and counting together is crucial for unison work
Contrasting dynamics create visual interest and require cooperation
Safe apparatus work requires following rules and working in pairs
Quality feedback helps everyone improve their performance
Personal challenge and confidence building are as important as skill development
Transitions between balances should be smooth and controlled

Common Misconceptions

Thinking asymmetrical means unbalanced or wobbly - clarify that it means different shapes
Believing contrasting dynamics means one person has to be aggressive - explain gentle vs strong
Assuming faster means better in unison work - emphasise control and timing
Thinking apparatus work is only about being higher up - focus on adaptation and creativity
Believing feedback should only point out mistakes - teach positive reinforcement first

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, regular praise and feedback

dyspraxia

Extra practice time for sequences, simplified balance combinations, visual cue cards for positions

autism spectrum

Clear visual schedule of lesson sections, consistent partner pairings, quiet spaces available if needed

visual impairment

Use bright coloured mats for apparatus definition, provide verbal descriptions of partner's movements, use tactile feedback for positioning

hearing impairment

Use visual signals for timing, written instruction cards, partner demonstrations for clarity

physical disability

Seated balances where appropriate, modified apparatus or floor work only, adapted partner roles

Cross-Curricular Links

English

Vocabulary development with gymnastics terms, giving constructive feedback, following complex instructions

Maths

Counting sequences, symmetry and asymmetry concepts, timing and rhythm patterns

Science

Forces and balance, body systems working during exercise, gravity and stability

PSHE

Partnership skills, giving and receiving feedback positively, building confidence and resilience

Teacher Guidance

Positioning

Move between groups during floor work, central position during apparatus for maximum visibility

Observation Focus

Watch for quality of asymmetrical shapes, timing between partners, safe apparatus use

Intervention Points

Step in if students attempting unsafe balances, struggling with partner cooperation, or not following apparatus rules

Demonstration Notes

Use confident students to model good examples, demonstrate with teaching assistant for partner work, show clear contrasts in dynamics

Verbal Cues

•'Different shapes on each side!'
•'Count together - 1, 2, 3, 4, 5!'
•'Strong and gentle contrasts!'
•'Safety first on apparatus!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school hall or gymnasium with apparatus storage, minimum 15m x 10m clear space

Surface Check

Non-slip surface, mats available for gymnastics work, apparatus area clear

Equipment Safety

Safety Checks

•Check all apparatus is stable and secure before use
•Ensure mats are properly positioned around apparatus
•Verify benches and apparatus are appropriate height for Year 4

Risk Management

Key Risks

•Falls from apparatus
•Collisions during partner work
•Strain from attempting overly challenging balances

Risk Mitigation

•Proper apparatus setup and checking procedures
•Clear spacing guidelines for partner work
•Progressive skill building from floor to apparatus
•Constant supervision during apparatus activities

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Monitor partner work for safe balance attempts
•Watch apparatus transitions and travel movements

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, clear space for emergency access