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Lesson 5 - Partner Sequences and Weight Transfer

Partner Gymnastics: Under, Over and Through Sequences

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Year 5

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Gymnastics

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Big Question

How can we combine partner work and weight transfer to create quality gymnastic sequences?

Learning Objectives

To travel over a partner by taking weight on hands with control
To perform spinning movements from front to back support over a partner
To refine sequences ensuring quality and smooth transitions

Key Outcomes

Students will demonstrate controlled weight transfer over partners
Students will evaluate peer performances using technical language
Students will create sequences with clear starting and finishing positions

Equipment & Resources Required

Balls

30 (1 per child)

Place in central collection point for warm-up game

Alternative: Small balls, hoops, or cones

Gymnastics Mats

8-10 large mats

Distributed around hall for floor work and apparatus stations

Alternative: Crash mats or thick exercise mats

Apparatus

6 stations (benches, boxes, bars)

Set up 6 stations around hall perimeter before lesson

Alternative: Benches only if limited apparatus available

Stopwatch

For timing apparatus setup challenge and fitness activities

Alternative: Classroom timer or phone timer

Digital Cameras

For filming peer assessment examples during main session

Alternative: Phone camera for recording

Key Vocabulary

Front support

A position where the body is held horizontally with hands on the floor, facing downward

Back support

A position where the body is held horizontally with hands on the floor, facing upward

Weight transfer

Moving body weight from one body part to another in a controlled way

Pencil shape

A tight, straight body position with arms by sides

Sequence

A series of connected gymnastic movements performed smoothly

Dynamics

The speed, force and flow variations in movement

Skill Progression Pathway

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

Prior Learning

Basic weight transfer on hands
Understanding of front and back support positions
Experience working with partners safely

Current Skills

Advanced partner gymnastics combinations
Quality sequence development
Technical evaluation and feedback

Next Steps

Complex apparatus work with partners
Advanced spinning and twisting movements
Performance and composition skills

Milestone Indicators

Controlled weight transfer over stationary partner

Smooth transitions between partner movements

Use of technical vocabulary in assessments

Key Teaching Points

Safety is paramount in all partner and apparatus work
Quality of movement is more important than complexity
Clear starting and finishing positions define good sequences
Technical vocabulary enhances peer assessment skills
Progressive skill development builds confidence
Partner communication is essential for successful gymnastics
Individual challenge in fitness elements promotes personal growth

Common Misconceptions

Higher jumps are always better - focus on control and technique instead
Sequences should be fast - emphasise smooth transitions over speed
Complex moves impress more - quality basic skills are more valuable
Feedback should only point out mistakes - balance positive recognition with improvement suggestions
Apparatus work is more advanced - it's application of floor skills in new contexts

SEN Adaptations

ADHD

Regular movement breaks, clear task boundaries, positive reinforcement for focus, leadership opportunities

dyspraxia

Simplified sequences, additional practice time, physical guidance for complex moves, confidence building focus

autism spectrum

Clear structure and routine, visual sequence cards, predictable partner arrangements, quiet space available

visual impairment

Use verbal descriptions of positions, provide physical guidance for partner placement, use bright coloured equipment

hearing impairment

Visual demonstrations of all skills, written success criteria cards, partner support for instruction understanding

physical disability

Adapted weight transfer using available mobility, focus on achievable elements, modified apparatus height

Cross-Curricular Links

English

Technical vocabulary development, structured feedback communication

Maths

Angles of rotation in spins, measuring hold times, counting sequence elements

Science

Forces and motion in weight transfer, lever principles in gymnastics positions

PSHE

Partnership skills, giving constructive feedback, self-evaluation and reflection

Teacher Guidance

Positioning

Move continuously around the hall, spending equal time at each apparatus station

Observation Focus

Partner safety, technical accuracy of weight transfer, quality of peer feedback

Intervention Points

Step in if partner work becomes unsafe, provide support for struggling pairs

Demonstration Notes

Always demonstrate with a confident student to show partner work, emphasise safety first in all weight transfer skills

Verbal Cues

•'Strong arms for weight transfer!'
•'Hold that position - show me control!'
•'Use technical language in your feedback!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall (minimum 15m x 20m) with apparatus storage area

Surface Check

Clean, dry surface free from hazards, appropriate for gymnastics mats

Equipment Safety

Safety Checks

•Check all apparatus is stable and correctly assembled
•Ensure mats are positioned to cushion all landing areas
•Verify adequate spacing between apparatus stations

Risk Management

Key Risks

•Collisions during partner work
•Falls during weight transfer movements
•Apparatus instability during use
•Overexertion during strength challenges

Risk Mitigation

•Clear boundaries and adequate spacing between pairs
•Progressive skill development from simple to complex
•Mandatory safety briefings before apparatus work
•Continuous supervision of partner weight transfer activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Monitor partner communication and cooperation
•Watch for signs of fatigue during challenging activities

Emergency Procedures

Stop signal recognised by all students, immediate access to first aid, clear evacuation routes