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Lesson 5 - Group Routines with Mirroring and Contrasts

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 work together to create gymnastic sequences that demonstrate both unity and contrast?

Learning Objectives

Work as a group to demonstrate fluent routines involving mirroring and contrasts
Communicate and negotiate effectively to agree sequences as a group
Evaluate others' work using correct technical gymnastics language

Key Outcomes

Students will create and perform group routines showing clear mirroring and contrasting elements
Students will demonstrate effective teamwork and communication skills
Students will provide constructive feedback using appropriate gymnastics terminology

Equipment & Resources Required

Gymnastics Mats

6 pieces (benches, boxes, wall bars)

Spread around hall with clear pathways between

Alternative: Yoga mats or exercise mats

Stopwatch

For timing activities and apparatus setup

Alternative: Phone timer, wall clock

Video Device

1 per student

For recording peer assessment sessions

Alternative: Digital camera

Cones

To mark group working areas and apparatus zones

Alternative: Bean bags, hoops

Key Vocabulary

Mirroring

Performing the same movements at the same time as your partner or group

Contrasting

Performing different movements, shapes or using different levels to create visual opposition

Sequence

A series of gymnastic movements performed in a specific order

Transition

The smooth movement from one gymnastic skill to another

Formation

The arrangement of group members in space

Pathway

The route taken when travelling through space

Skill Progression Pathway

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

Prior Learning

Can perform basic gymnastic shapes and balances
Understands concepts of high, medium and low levels
Has experience working in pairs for mirroring activities

Current Skills

Creating group sequences with mirroring and contrasting elements
Communicating and negotiating within a team
Using technical language for peer assessment

Next Steps

Developing more complex group choreography
Leading and teaching others gymnastic skills
Creating routines that tell stories or convey emotions

Milestone Indicators

Smooth transitions between different sequence elements

Clear demonstration of both mirroring and contrasting

Effective use of technical vocabulary in feedback

Key Teaching Points

Mirroring requires exact matching of movements and timing between group members
Contrasting can use level, direction, shape, speed, or stillness to create visual opposition
Communication and negotiation skills are essential for successful group routine creation
Smooth transitions make sequences look professional and fluent
Technical gymnastics vocabulary should be used consistently in feedback and discussion
Apparatus work requires additional safety awareness and group coordination
Peer assessment develops critical thinking and observation skills alongside technical language use

Common Misconceptions

Thinking mirroring just means doing the same movement (timing and coordination are crucial)
Believing contrasting only involves high and low levels (many other contrast types exist)
Assuming one person should lead the group (collaboration requires all voices)
Thinking apparatus sequences should be completely different from floor work (adaptation of core ideas is appropriate)
Believing peer assessment means finding faults (focus should be on constructive feedback)
Assuming complex movements are always better (clear, simple contrasts can be more effective)
Thinking transitions aren't important (smooth transitions make sequences professional)

SEN Adaptations

ADHD

Shorter planning phases with movement breaks, clear specific roles in groups, frequent check-ins and refocusing, physical activity maintained throughout

dyspraxia

Simplified movement patterns, extra practice time for coordination, peer support for complex sequences, focus on personal improvement rather than comparison

autism spectrum

Clear routine structure with visual schedule, quiet practice spaces available, predictable apparatus rotation system, advance notice of transitions

visual impairment

Use verbal descriptions of positions, tactile guidance for formations, buddy system for spatial awareness, high contrast floor markings

hearing impairment

Visual demonstrations emphasised, written instruction cards available, clear visual signals for transitions, peer partner for communication

physical disability

Modified positions adapted to ability, seated or supported variations, focus on upper body or achievable movements, alternative apparatus options

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for peer assessment, communication and negotiation skills

Maths

Counting sequences in 4s and 8s, spatial geometry through formations and pathways, symmetry concepts through mirroring

Science

Forces and balance in gymnastics positions, gravity effects on different body positions, physics of motion during transitions

Art

Visual composition through group formations, contrast and symmetry principles, creative expression through movement

PSHE

Teamwork and collaboration, constructive feedback and criticism, problem-solving and resilience, leadership skills

Teacher Guidance

Positioning

Circulate between groups during planning, position centrally during performances for optimal viewing

Observation Focus

Watch for clear mirroring/contrasting execution, group communication effectiveness, safe apparatus use

Intervention Points

Step in if group communication breaks down, safety concerns arise, or technical misunderstandings persist

Demonstration Notes

Use volunteer pairs to model concepts clearly, emphasise safety in all balance demonstrations, show variety in contrasting examples

Verbal Cues

•'Show me the difference clearly'
•'Count together - 1, 2, 3, 4'
•'What makes this contrasting?'
•'Help your group solve this problem'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m for group work and apparatus stations

Surface Check

Clean, dry, non-slip floor suitable for gymnastics work and crab walking

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned appropriately for balance work
•Adequate spacing between apparatus stations

Risk Management

Key Risks

•Collisions during group movement and apparatus transitions
•Falls from balance attempts and apparatus work
•Overexertion during support positions and jumping

Risk Mitigation

•Clear boundaries and pathways established for all activities
•Progressive skill building from simple to complex movements
•Apparatus rules enforced consistently throughout lesson
•Teacher positioned for optimal supervision of apparatus work

Supervision & Emergency Procedures

Supervision Points

•Circulate during group planning to monitor safety in routine development
•Position for clear view of all apparatus stations during rotations
•Monitor fatigue levels during extended sequence practice

Emergency Procedures

Stop signal for immediate halt, trained first aid response, clear evacuation routes from apparatus area