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Lesson 4 - Timing and Synchronisation in Gymnastics

Mastering Timing and Synchronisation in Partner and Group Gymnastics

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Year 5

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Gymnastics

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Big Question

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

Learning Objectives

To perform balances on patches and in unison with precise timing
To execute rolls in canon while maintaining control and coordination
To distinguish between symmetrical and asymmetrical movements in partner work

Key Outcomes

Students will demonstrate balances in unison with their partner
Students will perform rolling sequences in canon showing clear timing
Students will create sequences combining symmetrical and asymmetrical movements

Equipment & Resources Required

Large Balls

8 (1 per group of 4)

Positioned at start of each group line

Alternative: Beach balls, medicine balls, or playground balls

Gymnastics Mats

6-8 stations

Available for collection by students during apparatus setup

Alternative: Crash mats or exercise mats

Stopwatch

For teacher use during apparatus setup challenge

Alternative: Phone timer or wall clock with second hand

Video Device

For recording sequences to support assessment

Alternative: Tablet, phone, or camera

Key Vocabulary

Unison

Performing movements at exactly the same time as your partner

Canon

Performing movements one after the other in sequence, like an echo

Symmetrical

Movements that mirror each other or are identical on both sides

Asymmetrical

Movements that are different or contrasting between partners

Patches

Different body parts or contact points used for balancing

Timing

The precise coordination of when movements start and finish

Skill Progression Pathway

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

Prior Learning

Basic rolling techniques (teddy bear, shoulder, dish, egg, pencil)
Static balancing on different body parts
Understanding of sequence building

Current Skills

Performing balances in unison with partner
Executing rolls in canon timing
Working symmetrically and asymmetrically

Next Steps

Complex partner sequences with apparatus
Group synchronisation work
Advanced compositional skills

Milestone Indicators

Clear timing between partners in unison work

Controlled rolling with canon timing

Understanding and application of symmetry concepts

Key Teaching Points

Emphasise the difference between unison (together) and canon (one after the other)
Use clear counting and verbal cues for timing coordination
Stress safety procedures during apparatus setup and use
Encourage quality over quantity in sequence building
Promote positive partner cooperation and communication
Focus on control and timing rather than complex movements

Common Misconceptions

Thinking unison and canon are the same thing - use clear demonstrations to show the difference
Believing faster sequences are better - emphasise control and timing
Confusing symmetrical with unison - explain symmetrical is about shape, unison is about timing
Assuming apparatus work is dangerous - build confidence through progressive skill development

SEN Adaptations

ADHD

Frequent position changes, clear timing structure, regular feedback and encouragement

dyspraxia

Simplified sequences initially, extra practice time, clear verbal instructions

autism spectrum

Clear routine structure, visual sequence guides, predictable lesson format

visual impairment

Verbal descriptions of demonstrations, tactile guidance for apparatus positioning, clear verbal timing cues

hearing impairment

Visual timing signals, written sequence cards, clear visual demonstrations

physical disability

Modified balance positions, adapted apparatus heights, alternative movement patterns

Cross-Curricular Links

Maths

Counting for timing, understanding of sequences and patterns, symmetry and asymmetry concepts

Science

Forces and balance, body systems during exercise, understanding of coordination

Art

Symmetry and asymmetry in visual design, composition and sequence creation

Music

Timing and rhythm concepts, unison and canon as musical terms

Teacher Guidance

Positioning

Central position with clear view of all groups, move between apparatus stations during practical work

Observation Focus

Partner timing and coordination, safe apparatus use, understanding of unison vs canon concepts

Intervention Points

Step in immediately for unsafe apparatus use, support pairs struggling with timing concepts

Demonstration Notes

Use clear, exaggerated timing for unison/canon demonstrations, emphasise the difference with counting

Verbal Cues

•'Together now!' for unison work
•'One... two!' for canon timing
•'Hold steady!' for balance work

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 20m clear space

Surface Check

Non-slip floor surface, clean and dry throughout lesson

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned appropriately for rolling activities
•Balls properly inflated and undamaged

Risk Management

Key Risks

•Collisions during partner work
•Falls from apparatus
•Injury during rolling activities
•Equipment handling accidents

Risk Mitigation

•Clear spacing between pairs maintained throughout
•Progressive skill building from floor to apparatus
•Constant supervision during apparatus work
•Strict apparatus handling rules enforced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Move continuously between groups during apparatus work
•Monitor for fatigue affecting safety

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route from hall