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Lesson 4 - Mirror to Contrast Sequences

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 create exciting gymnastics sequences that move smoothly between matching and contrasting movements with a partner?

Learning Objectives

To perform gymnastics sequences that transition between mirroring and contrasting movements
To demonstrate timing and synchronisation when working with a partner
To link different gymnastics skills into flowing sequences

Key Outcomes

Students will create and perform partner sequences that clearly show mirroring and contrasting movements
Students will demonstrate good timing and coordination with their partner
Students will link gymnastics skills smoothly into coherent sequences

Equipment & Resources Required

Gymnastics Mats

7 large mats

Distributed around apparatus areas for floor work

Alternative: Yoga mats or carpet tiles

Gymnastics Benches

4-6 benches

Positioned with sufficient space around each for partner work

Alternative: Low balance beams or sturdy planks

Low Gymnastics Boxes

2-3 boxes (different heights)

Various heights to provide different challenges

Alternative: Sturdy tables or platforms

Cones

20-30 cones

For marking apparatus group areas and boundaries

Alternative: Bean bags or tape marks

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer or classroom clock

Digital Cameras

For recording sequences for assessment purposes

Alternative: Smartphone with video capability

Key Vocabulary

Mirroring

Performing the same movement as your partner at the same time

Contrasting

Performing different movements from your partner at the same time

Synchronisation

Moving at exactly the same time as your partner

Transition

The smooth movement from one skill to another

Sequence

A series of movements performed one after another

Front Support

Body weight supported on hands with body straight

Arabesque

Balance on one foot with the other leg extended behind

Skill Progression Pathway

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

Prior Learning

Basic gymnastics movements (rolls, balances, jumps)
Understanding of mirroring movements
Understanding of contrasting movements
Basic partner work skills

Current Skills

Creating sequences that transition between mirror and contrast
Demonstrating timing and synchronisation
Linking multiple gymnastics skills smoothly

Next Steps

Complex partner routines with apparatus
Group gymnastics sequences
Advanced linking movements and transitions

Milestone Indicators

Clear distinction between mirroring and contrasting phases

Smooth transitions between different movement types

Consistent timing with partner throughout sequence

Key Teaching Points

Ensure clear distinction between mirroring and contrasting movements
Emphasise timing and synchronisation throughout all partner work
Promote smooth transitions rather than stopping between movements
Encourage creativity while maintaining safety standards
Use apparatus to enhance rather than complicate floor-based skills
Balance individual challenge with partner cooperation
Provide specific feedback on technique and timing

Common Misconceptions

Thinking mirroring means facing the same direction (should face each other)
Believing contrasting means completely different skills (can be same skill in opposite directions)
Assuming faster movement shows better timing (controlled synchronisation is key)
Thinking apparatus work requires completely different skills (builds on floor work concepts)
Believing perfect performance is required (focus on improvement and effort)

SEN Adaptations

ADHD

Shorter practice periods with regular checks, clear boundaries and expectations, immediate positive feedback

dyspraxia

Simplified movement patterns, extra practice time, larger apparatus for easier targeting, additional demonstration

autism spectrum

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

visual impairment

Use verbal descriptions of partner positions, provide tactile guidance for apparatus placement, buddy system for navigation

hearing impairment

Use visual demonstrations and hand signals, written instruction cards, ensure student can see teacher clearly

physical disability

Adapt movements to individual capability, use seated or supported positions, modified apparatus height

Cross-Curricular Links

English

Vocabulary development with gymnastics terminology, following and giving instructions, describing sequences and movements

Maths

Counting beats for timing, symmetry in mirroring movements, patterns in sequences, measuring angles in body positions

Science

Forces and balance in gymnastics positions, coordination of nervous system for timing, physics of movement and momentum

Art

Creating visual patterns through movement, appreciation of aesthetic quality in sequences, design principles in routine creation

PSHE

Cooperation and teamwork skills, trust and responsibility for partner safety, giving and receiving feedback constructively

Teacher Guidance

Positioning

Circulate continuously to observe all pairs, position near apparatus for safety monitoring

Observation Focus

Watch for partner cooperation, timing and synchronisation, safe movement choices, quality of transitions

Intervention Points

Step in if safety concerns arise, support pairs struggling with cooperation, guide sequence development

Demonstration Notes

Use confident students for demonstrations, show clear examples of each concept, break down complex movements into steps

Verbal Cues

•'Remember to count together - 1, 2, 3, go!'
•'Make your mirroring really obvious'
•'Show me the contrast clearly'
•'Think about your timing together'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m with clear floor space for partner work

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Check benches are stable and secure before use
•Ensure mats are flat with no wrinkles or tears
•Verify apparatus is properly assembled and positioned
•Check adequate space around each apparatus station

Risk Management

Key Risks

•Collisions between pairs during floor sequences
•Falls from apparatus during partner work
•Injuries from attempting movements beyond capability
•Apparatus handling accidents during setup/pack-away

Risk Mitigation

•Clear boundaries established for each pair's working space
•Progressive skill building from simple to complex movements
•Continuous supervision of apparatus work
•Emphasis on safety rules and controlled movement
•Partner responsibility for each other's safety

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Monitor partner cooperation and communication
•Watch for signs of fatigue or loss of control
•Ensure safe apparatus setup and pack-away procedures

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required