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Lesson 2 - Arabesque Control and Partner Contrasting

Partner Synchronisation: Mirror, Match and Contrast

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Year 5

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Gymnastics

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Big Question

How can we use contrasting movements and levels to create dynamic gymnastics partnerships?

Learning Objectives

To control an arabesque position with precision and balance
To contrast partner's movements using different levels and pathways
To evaluate gymnastics performances using correct technical language

Key Outcomes

Students will perform controlled arabesque positions with accurate technique
Students will create contrasting sequences with partners using varied levels and pathways
Students will provide technical feedback using gymnastics terminology

Equipment & Resources Required

Gymnastics Mats

6 stations (benches, low boxes, mats)

Distributed around hall perimeter initially, then arranged for apparatus work

Alternative: Yoga mats or carpet squares for balance work

Cones

Used to mark boundaries and apparatus station areas

Alternative: Markers or bean bags

Stopwatch

For timing activities and apparatus setup challenges

Alternative: Phone timer or classroom clock

Digital Cameras

For filming peer assessment and teacher observations

Alternative: Phone camera for recording

Key Vocabulary

Arabesque

A posture where one leg is extended backwards at right angles, torso bent forwards, and arms outstretched - one forwards and one backwards

Contrast

Performing opposite or different movements to create visual and dynamic interest

Pathway

The route or direction of movement through space - straight, curved, zigzag

Adjacent

Next to or beside each other, working in close proximity

Levels

The height at which movements are performed - high, medium, low

Transition

The connecting movement between one skill and another

Skill Progression Pathway

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

Prior Learning

Basic balance positions from previous gymnastics units
Understanding of high, medium and low levels
Experience working with partners in gymnastics

Current Skills

Controlling arabesque position with extended leg at right angles
Creating contrasting movements at different levels and pathways
Using technical language to evaluate performances

Next Steps

Linking arabesque into complex sequence work
Advanced partner mirroring and matching skills
Creating group compositions with contrasting elements

Milestone Indicators

Can hold arabesque for 5+ seconds with stillness

Demonstrates clear understanding of contrasting principles

Uses technical vocabulary accurately and confidently

Key Teaching Points

Arabesque requires leg at 90-degree angle with counterbalanced forward lean
Contrasting means opposite or different - exaggerate the differences
Technical vocabulary must be used in all feedback opportunities
Smooth transitions connect movements and maintain sequence flow
Safety is paramount during apparatus work - always work in pairs
Self-assessment develops independence and learning awareness
Partner cooperation is essential for successful contrasting work

Common Misconceptions

Thinking arabesque is just standing on one leg - needs forward lean and right angle
Believing contrasting means copying - it means doing the opposite
Assuming faster is better - control and technique are more important
Thinking apparatus work is just for showing off - it's for skill development
Believing feedback should be only positive - constructive criticism helps learning

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, regular positive feedback and movement breaks

dyspraxia

Extra practice time for balance skills, simplified sequences, buddy support for apparatus work

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if needed

visual impairment

Use verbal descriptions of arabesque position, tactile guidance for balance, clear verbal cues for contrasting movements

hearing impairment

Visual demonstrations of all skills, written instructions on display, hand signals for feedback

physical disability

Modified balance positions, seated variations of contrasting movements, adapted apparatus access

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for feedback, clear communication with partners

Maths

Right angles in arabesque position, spatial geometry in pathways, counting sequences and timing

Science

Balance and centre of gravity in arabesque, forces and counterbalances in gymnastics positions

Art

Shape and form in body positions, contrasting visual elements, composition in sequences

Geography

Directional language and pathways, mapping movement patterns through space

Teacher Guidance

Positioning

Central position with clear view of all activities, move to apparatus stations during circuit work

Observation Focus

Watch for arabesque technique, quality of contrasting movements, cooperation in partner work

Intervention Points

Step in if apparatus unsafe, help with partner cooperation difficulties, support struggling students with balance

Demonstration Notes

Demonstrate arabesque position clearly, emphasise contrasting principles with student helper, model technical feedback language

Verbal Cues

•'Strong arabesque position - leg at right angle!'
•'Show me clear contrasts!'
•'Use your gymnastics words!'
•'Smooth transitions!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m with clear boundaries

Surface Check

Non-slip surface free from obstacles, mats positioned securely

Equipment Safety

Safety Checks

•Apparatus checked for stability before use
•Mats properly positioned and not overlapping
•Cones placed away from movement areas

Risk Management

Key Risks

•Falls during balance attempts
•Collisions during partner work
•Apparatus movement and setup injuries

Risk Mitigation

•Progressive balance skill building
•Clear spatial boundaries for partner work
•Supervised apparatus handling with safety rules
•Emphasis on controlled movements throughout

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Monitor arabesque attempts for safe technique
•Observe partner work for cooperation and safety

Emergency Procedures

Stop activity immediately, assess injury, first aid if needed, contact school office for serious incidents