Lesson 5 - Partner Sequences and Weight Transfer
Partner Gymnastics: Under, Over and Through Sequences
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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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
Place in central collection point for warm-up game
Alternative: Small balls, hoops, or cones
Distributed around hall for floor work and apparatus stations
Alternative: Crash mats or thick exercise mats
Set up 6 stations around hall perimeter before lesson
Alternative: Benches only if limited apparatus available
For timing apparatus setup challenge and fitness activities
Alternative: Classroom timer or phone timer
For filming peer assessment examples during main session
Alternative: Phone camera for recording
Key Vocabulary
A position where the body is held horizontally with hands on the floor, facing downward
A position where the body is held horizontally with hands on the floor, facing upward
Moving body weight from one body part to another in a controlled way
A tight, straight body position with arms by sides
A series of connected gymnastic movements performed smoothly
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
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