Lesson 4 - Timing and Synchronisation in Gymnastics
Mastering Timing and Synchronisation in Partner and Group Gymnastics
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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- Assessment guidance & success criteria
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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
Positioned at start of each group line
Alternative: Beach balls, medicine balls, or playground balls
Available for collection by students during apparatus setup
Alternative: Crash mats or exercise mats
For teacher use during apparatus setup challenge
Alternative: Phone timer or wall clock with second hand
For recording sequences to support assessment
Alternative: Tablet, phone, or camera
Key Vocabulary
Performing movements at exactly the same time as your partner
Performing movements one after the other in sequence, like an echo
Movements that mirror each other or are identical on both sides
Movements that are different or contrasting between partners
Different body parts or contact points used for balancing
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
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