🤸

Lesson 7 - Matching and Mirroring Partnerships

Body Control & Apparatus Skills

•

Year 5

•

Gymnastics

•

Big Question

How can synchronized partnership work create more powerful and engaging gymnastic performances?

Learning Objectives

To explore matching and mirroring using actions both on the floor and on apparatus
To create and perform partner sequences with synchronized timing
To evaluate and improve performances using set criteria

Key Outcomes

Students will confidently create partner sequences using matching and mirroring techniques
Students will understand how synchronization impacts performance quality
Students will use technical vocabulary to assess and improve performances

Equipment & Resources Required

Gymnastics Mats

15 (1 per 2 students)

Distributed around hall with clear pathways between

Alternative: Carpet tiles or soft surface markers

Tables

1-2 (optional)

Positioned safely with mats around all sides

Alternative: Benches or box tops

Agility Trestles

1-2 (optional)

Secured properly with landing mats positioned

Alternative: A-frame or climbing frame section

Benches

3-4 (optional)

At various heights with clear landing areas

Alternative: Balance beams or raised platforms

Cones

To mark boundaries and apparatus positions

Alternative: Bean bags or rope circles

Key Vocabulary

Mirroring

Copying the moves and actions of a partner the opposite way round, like looking in a mirror

Matching

Performing the same movement or action in the same direction at the same time

Synchronization

Perfect timing between partners so movements happen at exactly the same time

Sequence

A series of connected gymnastic movements performed in order

Transition

The smooth movement from one action to another

Skill Progression Pathway

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

Prior Learning

Individual gymnastic actions and shapes
Basic apparatus work and safety procedures
Simple sequence creation and performance
Understanding of levels, directions, and pathways

Current Skills

Partner synchronization and timing
Matching and mirroring techniques
Complex sequence development on apparatus
Performance evaluation using criteria

Next Steps

Group gymnastics and ensemble work
Advanced apparatus combinations
Competition-style routines
Teaching and coaching peers

Milestone Indicators

Synchronized timing maintained throughout sequences

Clear distinction between matching and mirroring demonstrated

Confident use of gymnastics vocabulary in feedback

Independent sequence creation and refinement

Key Teaching Points

Mirroring means opposite (like looking in a mirror), matching means exactly the same
Timing and synchronization are crucial - partners must move together
Safety first - always check apparatus setup and landing areas before use
Smooth transitions make sequences flow better than stopping between actions
Communication between partners is essential for successful coordination
Use gymnastics terminology to describe and improve performances
Partnership work creates more impressive and engaging performances

Common Misconceptions

Thinking mirroring and matching are the same thing - emphasise opposite vs identical
Believing faster is better - stress control and timing over speed
Assuming apparatus work is just for advanced students - scaffold appropriately for all
Thinking feedback should only point out mistakes - teach positive, constructive feedback
Believing sequences must be complex to be good - emphasise quality over quantity

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, physical movement to maintain engagement, clear boundaries and expectations, immediate positive feedback

dyspraxia

Larger apparatus for easier use, simplified movement patterns, extra practice time, clear verbal and visual instruction combined

autism spectrum

Clear visual sequence cards, predictable routine structure, quiet space available for breaks, advance warning of activity changes

visual impairment

Enhanced verbal descriptions of movements, tactile guidance for apparatus positioning, buddy system for spatial awareness, clear audio cues for timing

hearing impairment

Visual demonstrations and hand signals, written instruction cards, vibration cues for timing, partner support for communication

physical disability

Adapted apparatus heights, wheelchair-accessible equipment, modified movements focusing on achievable actions, seated versions of activities

Cross-Curricular Links

Maths

Counting sequences, understanding symmetry and reflection, timing and rhythm patterns, spatial awareness and angles

Science

Forces and motion during gymnastics movements, balance and centre of gravity, physics of jumping and landing

Art

Creating visual patterns through movement, symmetry and design in sequences, aesthetic appreciation of coordinated movement

PSHE

Trust building through partnership work, communication skills, supporting and encouraging others, building confidence

Teacher Guidance

Positioning

Central position with clear sightlines to all apparatus, regular circulation between pairs

Observation Focus

Partner synchronization, safe apparatus use, quality of matching vs mirroring, peer interaction

Intervention Points

Step in immediately for safety issues, support struggling partnerships, enhance quality through targeted feedback

Demonstration Notes

Use clear, slow demonstrations with partner, emphasise timing and safety, show both correct and incorrect examples for clarity

Verbal Cues

•'Mirror means opposite, matching means same!'
•'Safety first - check your landing area!'
•'Count together - 1, 2, 3, move!'
•'Eyes on your partner to stay synchronized!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m to accommodate apparatus and movement

Surface Check

Clean, dry, non-slip surface suitable for gymnastics activities

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned correctly around all apparatus
•Equipment distributed to prevent overcrowding
•Clear pathways maintained between apparatus stations

Risk Management

Key Risks

•Falls from apparatus
•Collisions between partners during synchronized movements
•Improper apparatus setup or use
•Inadequate landing areas around equipment

Risk Mitigation

•Thorough apparatus safety checks before use
•Clear instruction on safe approach and exit from apparatus
•Progressive skill building from floor to apparatus work
•Continuous supervision and guidance during apparatus activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Circulate regularly between working pairs
•Monitor apparatus use for safety compliance
•Intervene immediately if unsafe practices observed

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation routes maintained, immediate access to emergency services if required