Lesson 2 - Arches and Bridges in Partner Sequences
Partner Gymnastics: Under, Over and Through Sequences
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we create strong, graceful shapes that support our partner's weight whilst maintaining perfect control?
Learning Objectives
- To form strong arches and bridges with controlled body tension
- To create a partner sequence involving supporting body weight on front and back
- To evaluate partner performances using correct technical language
Key Outcomes
- Students will demonstrate controlled arch and bridge positions with strong bases
- Students will perform a 3-6 move sequence with a partner including travelling through shapes
- Students will assess peers using technical vocabulary and provide constructive feedback
Equipment & Resources Required
Place in central area for warm-up activity
Alternative: Small cones, tennis balls, or foam blocks
Distributed around hall for floor work
Alternative: Yoga mats or carpet tiles
Set up around hall perimeter for apparatus work
Alternative: Benches, low boxes, or improvised obstacles
For timing apparatus setup challenges
Alternative: Smartphone timer or wall clock
For filming peer assessment activities
Alternative: Tablet, phone, or camera
Key Vocabulary
A curved body shape with the back curved backwards, creating a bridge-like formation
A supported position where body weight is distributed between hands and feet with the torso elevated
Controlled muscle engagement throughout the body to maintain shape and stability
The points where the body contacts the ground providing stability
Smooth movement between different gymnastics positions or skills
A series of connected gymnastics movements performed in order
Using a partner's weight to maintain stability while supporting each other
Body shapes where the left and right sides are different
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body tension and core strength
- Simple rolling movements from previous lessons
- Understanding of starting and finishing positions
Current Skills
- Arch and bridge formation with strong bases
- Partner weight-bearing and trust
- Sequence creation and performance
- Technical assessment vocabulary
Next Steps
- Advanced partner balances and counter-balances
- Complex apparatus work with multiple levels
- Extended sequences with seamless transitions
Milestone Indicators
Key Teaching Points
- Strong bases are essential for all weight-bearing positions
- Body tension must be maintained throughout all shapes and transitions
- Technical vocabulary should be used consistently in all feedback
- Safety communication is crucial during partner and apparatus work
- Sequences should have clear starting positions, smooth transitions, and defined endings
- Peer assessment develops both technical understanding and communication skills
- Apparatus work should adapt and extend floor skills rather than replace them
Common Misconceptions
- Thinking bridges are just hands and feet - bridges can be on forearms, head, or other body parts
- Believing arches only go backwards - arches can be sideways or in various directions
- Assuming faster movements are better - controlled, slow movements show more skill
- Thinking technical vocabulary is just for teachers - students should use these words to improve learning
- Believing apparatus work is completely different from floor work - apparatus should extend existing skills
- Assuming all feedback should be positive - constructive technical suggestions help improvement more
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, immediate positive feedback for on-task behaviour
dyspraxia
- Simplified sequences, extra practice time, break down movements into smaller steps
autism spectrum
- Clear routine structure, visual sequence cards, quiet spaces available during intense activities
visual impairment
- Clear verbal descriptions of shapes, tactile guidance for positions, buddy system for apparatus navigation
hearing impairment
- Visual demonstrations emphasised, written task cards, hand signals for communication
physical disability
- Adapted shapes using available mobility, seated variations, modified apparatus access
Cross-Curricular Links
English
Technical vocabulary development, clear communication skills, descriptive language for evaluation
Maths
Counting bean bags, timing sequences, measuring apparatus distances, geometric shape recognition
Science
Forces and gravity in weight-bearing, muscle groups and body systems, physics of balance and stability
Geography
Spatial awareness, directions and positions, mapping movement pathways around apparatus
PSHE
Partnership skills, trust-building, constructive feedback, leadership and cooperation
Teacher Guidance
Positioning
Move around hall perimeter during floor work, central position during apparatus supervision
Observation Focus
Watch for technical accuracy, partner cooperation, and safety awareness throughout
Intervention Points
Step in for safety concerns, provide technique coaching, facilitate peer feedback
Demonstration Notes
Exaggerate key technical points, use confident students as models, show common errors for comparison
Verbal Cues
- •'Strong bases and pointed toes!'
- •'Smooth transitions between shapes!'
- •'Use technical words in your feedback!'
- •'Communication is key for group success!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 12m hall with additional space for apparatus stations
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are properly positioned and not slippery
- •Inspect bean bags for damage
- •Verify all apparatus has been correctly assembled
Risk Management
Key Risks
- •Wrist strain from bridge positions
- •Collisions during travelling activities
- •Falls from apparatus
- •Equipment handling injuries
Risk Mitigation
- •Adequate wrist warm-up before weight-bearing
- •Clear safety rules for apparatus use
- •Supervised lifting and carrying procedures
- •Progressive skill building from floor to apparatus
- •Establishment of stop signals and safety communication
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during apparatus work
- •Monitor for fatigue during extended weight-bearing
- •Check technique during bridge and arch practice
- •Supervise equipment setup and pack-away
Emergency Procedures
Immediate stop signal, assess injury severity, appropriate first aid, incident recording