🤸

Lesson 1 - Timing and Partner Sequences

Mastering Timing and Synchronisation in Partner and Group Gymnastics

•

Year 5

•

Gymnastics

•

1h 18min

Big Question

How can we work together to create perfectly timed gymnastics sequences that flow seamlessly?

Learning Objectives

To develop ability to slide, scramble, push and spin with control
To work collaboratively with a partner to create timed sequences
To use feedback effectively to improve performance

Key Outcomes

Students will link multiple gymnastics skills into flowing sequences
Students will demonstrate perfect timing when working with partners
Students will provide and respond to constructive feedback

Equipment & Resources Required

Large Balls

8 (1 per group of 4)

Place around perimeter for easy access

Alternative: Medicine balls, basketball-sized balls

Gymnastics Mats

12-15

Pre-positioned for quick setup by students

Alternative: Playground equipment if hall unavailable

Stopwatch

Keep visible for timing challenges

Alternative: Phone timer or wall clock

Digital Cameras

Ensure memory space available

Alternative: Phone camera for recording

Key Vocabulary

Sequence

A series of movements linked together in a specific order

Timing

Moving in unison with your partner at the same speed and rhythm

Scrambling

Moving across the floor using hands and feet for support

Transition

The smooth movement from one skill to another

Point of contact

The parts of your body touching the floor or apparatus

Skill Progression Pathway

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

Prior Learning

Basic gymnastics shapes and balances
Simple travelling movements
Understanding of personal and general space

Current Skills

Sliding, scrambling, pushing and spinning movements
Partner work and timing
Sequence creation and performance

Next Steps

Complex partner sequences on apparatus
Group choreography and synchronisation
Advanced gymnastics skills integration

Milestone Indicators

Smooth transitions between movements

Consistent timing with partner

Clear starting and finishing positions

Key Teaching Points

Emphasise timing and working in unison throughout the lesson
Use counting to help partners stay together
Focus on quality over quantity in all movements
Encourage clear starting and finishing positions in sequences
Prioritise apparatus safety at all times
Value effort and improvement alongside achievement
Use video to support assessment and provide evidence

Common Misconceptions

That gymnastics is only about individual performance - emphasise partner cooperation
That speed equals skill - reinforce control and timing over fast movements
That only 'perfect' sequences matter - celebrate effort and creative attempts
That apparatus work is inherently dangerous - teach that safety rules make it safe
That feedback should only point out problems - model positive, constructive feedback

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, regular movement breaks, immediate feedback

dyspraxia

Simplified sequences, extra practice time, visual movement cues, peer support

autism spectrum

Clear structure, visual schedule, quiet preparation area available

visual impairment

Use verbal descriptions, tactile guidance, buddy system for apparatus work

hearing impairment

Visual demonstrations, hand signals for counting, written instructions displayed

physical disability

Seated versions of movements, adapted apparatus height, modified sequences

Cross-Curricular Links

Science

Forces and motion, balance and stability, body systems during exercise

Music

Rhythm, tempo, timing, working in unison

PSHE

Cooperation, communication, giving and receiving feedback, perseverance

Teacher Guidance

Positioning

Move around perimeter during partner work, central position for demonstrations

Observation Focus

Watch for timing, control, cooperation, and safe apparatus use

Intervention Points

Step in when apparatus safety compromised or timing significantly off

Demonstration Notes

Use student volunteers for good examples, exaggerate key points for visibility

Verbal Cues

•'Count together - 1-2-3-4!'
•'Show me your strong starting position!'
•'Smooth transitions!'
•'Control your movements!'

Safety Considerations

Space & Surface Requirements

Space Requirements

School hall or large studio space, minimum 15m x 10m clear area

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Check apparatus stability before use
•Ensure mats are positioned correctly
•Verify balls are properly inflated
•Check apparatus for damage before use

Risk Management

Key Risks

•Collisions during floor work
•Falls from apparatus
•Strain from gymnastics positions
•Equipment-related injuries

Risk Mitigation

•Clear boundaries and spacing established
•Controlled movements emphasised throughout
•Apparatus safety rules strictly enforced
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position to observe apparatus work closely
•Monitor partner spacing during floor work
•Check apparatus setup and pack-away
•Watch for signs of fatigue affecting safety

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact office if needed