Lesson 4 - Partner Travel and Dynamics
Partner Gymnastics: Under, Over and Through Sequences
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we create flowing sequences with a partner that demonstrate contrasting dynamics and levels?
Learning Objectives
- To work collaboratively with a partner to create travel sequences over and under apparatus
- To demonstrate contrasting dynamics through varying speed and control in movements
- To link skills together to perform fluent sequences with clear starting and finishing positions
Key Outcomes
- Students will create partner sequences incorporating over and under movements
- Students will demonstrate both slow controlled movements and quick dynamic movements
- Students will perform sequences with smooth transitions and clear structure
Equipment & Resources Required
Positioned around hall with safe spacing for movement
Alternative: Low balance beams, sturdy wooden planks
Placed beside and under benches for safety
Alternative: Yoga mats, carpet tiles
Set up in stations around the hall
Alternative: Playground equipment, sturdy furniture
For timing apparatus setup challenge
Alternative: Mobile phone timer
Key Vocabulary
The variation in speed, force, and energy of movements
A series of movements linked together smoothly
Moving at the same time as your partner in harmony
Gymnastics equipment including benches, mats, and climbing frames
The way we move from one skill to another smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travel movements including rolling, jumping, and balancing
- Understanding of body parts and weight transfer
- Experience working individually on apparatus
Current Skills
- Partner collaboration and synchronisation
- Dynamic contrast through speed variation
- Creating flowing sequences with apparatus
Next Steps
- Advanced partner lifts and supports
- Complex choreographed routines
- Competition-style gymnastics sequences
Milestone Indicators
Key Teaching Points
- Partner communication and cooperation is essential for successful sequences
- Dynamic contrast between slow controlled and quick movements must be clearly visible
- All sequences need clear starting positions, smooth transitions, and definite endings
- Safety is paramount when working with apparatus - never compromise on proper procedures
- Encourage creativity and innovation while maintaining good technique
- Use students' good work as demonstrations to inspire others
- Apparatus setup and pack-away are learning opportunities for teamwork and responsibility
Common Misconceptions
- Students may think faster movements are automatically better - emphasise control and appropriate speed
- Partners may compete rather than collaborate - stress working together towards shared goals
- Students might think complex movements are always better than simple well-executed ones
- Some may believe gymnastics is only for flexible or naturally athletic students - emphasise progress over perfection
- Students may not understand that sequences need structure - reinforce beginning, middle, and end concepts
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular specific feedback, movement breaks built in
dyspraxia
- Extra time for skill development, simplified sequences initially, peer support and encouragement
autism spectrum
- Clear structure with visual timetable, quiet space available, consistent routines and expectations
visual impairment
- Use tactile markers on apparatus, clear verbal descriptions of movements, buddy system for guidance
hearing impairment
- Visual demonstrations of all movements, hand signals for instructions, written sequence cards
physical disability
- Adapted apparatus heights, wheelchair accessible alternatives, modified movements maintaining challenge
Cross-Curricular Links
English
Vocabulary development with technical terms, following complex instructions, partner communication
Maths
Counting sequences, timing with stopwatch, spatial awareness and geometry in movements
Science
Forces and motion in gymnastics, balance and centre of gravity, muscle groups and fitness
PSHE
Cooperation and teamwork, building confidence, respect for others' abilities, perseverance
Teacher Guidance
Positioning
Move actively between apparatus stations, positioning for maximum visibility of all groups
Observation Focus
Watch for partner cooperation, sequence structure, dynamic contrast, and safety awareness
Intervention Points
Step in when partnerships struggling, movements becoming unsafe, or apparatus handling incorrect
Demonstration Notes
Use student demonstrations frequently, participate in activities yourself to show technique, exaggerate key points for clarity
Verbal Cues
- •'Slow and controlled now!'
- •'Communicate with your partner!'
- •'Show me that contrast!'
- •'Clear starting position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m for apparatus work with adequate height clearance
Surface Check
Non-slip surface clear of obstacles, appropriate for gymnastics activities
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats correctly positioned under and around apparatus
- •Benches secured and not wobbly
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during partner work
- •Overexertion during dynamic movements
- •Equipment handling injuries
Risk Mitigation
- •Progressive skill development from floor to apparatus
- •Clear apparatus setup and pack-away procedures
- •Emphasis on controlled movements throughout
- •Adequate supervision ratios for apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus stations
- •Move between groups to provide close supervision
- •Monitor apparatus setup and pack-away closely
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes maintained