Lesson 3 - Mirroring Sequences and Asymmetrical Balances
Partner Synchronisation: Mirror, Match and Contrast
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create captivating gymnastics sequences that perfectly mirror our partner's movements?
Learning Objectives
- To perform sequences mirroring a partner's symmetrical and asymmetrical shapes
- To demonstrate understanding of mirroring in unison with a partner
- To show enjoyment in competing and challenging themselves to improve
Key Outcomes
- Students will execute coordinated mirrored sequences with a partner
- Students will demonstrate clear asymmetrical balances within their routines
- Students will show resilience and determination to refine their performances
Equipment & Resources Required
Place at starting positions for warm-up activity
Alternative: Medium footballs or basketballs
Stored safely for apparatus work section
Alternative: Yoga mats or carpet squares
To be set up by students during apparatus section
Alternative: Low wooden benches
For capturing student performances and assessment
Alternative: Any device with video capability
For timing apparatus setup challenge
Alternative: Phone timer or wall clock
Key Vocabulary
Copying a partner's movements exactly as if looking in a mirror
When one side of the body is in a different position from the other side
Moving at exactly the same time as your partner
A series of movements performed one after another in order
The movement that connects one balance to the next
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics shapes and balances
- Understanding of symmetrical movements
- Safe apparatus handling procedures
Current Skills
- Mirroring partner movements in unison
- Creating asymmetrical balance sequences
- Transitioning smoothly between balances
Next Steps
- Complex partner sequences with apparatus
- Creating contrasting movement patterns
- Leading group sequences
Milestone Indicators
Key Teaching Points
- Emphasise the importance of eye contact for successful mirroring
- Clearly demonstrate the difference between symmetrical and asymmetrical shapes
- Stress the need for controlled, deliberate movements rather than rushing
- Highlight the value of peer feedback for improvement
- Ensure understanding of unison timing through internal counting
- Promote safe apparatus handling as essential life skill
- Encourage personal challenge within safe boundaries
Common Misconceptions
- Thinking mirroring means copying the same side rather than opposite side
- Confusing asymmetrical with unstable - asymmetrical can still be balanced
- Believing faster movement means better performance
- Assuming apparatus work is just free play rather than structured skill development
- Thinking self-assessment means being overly critical rather than honest reflection
SEN Adaptations
ADHD
- Shorter sequence sections, frequent position changes, clear boundaries for activities
dyspraxia
- Simplified sequences, extra practice time, peer support for complex movements
autism spectrum
- Clear routine structure, visual sequence cards, quiet space available for breaks
visual impairment
- Use verbal cues for mirroring, physical guidance for shape positioning, tactile apparatus exploration
hearing impairment
- Visual demonstrations of sequences, hand signals for timing, written instruction cards
physical disability
- Adapted balances using available body parts, seated variations, modified apparatus height
Cross-Curricular Links
Maths
Counting sequences, symmetry and asymmetry concepts, timing and rhythm patterns
Science
Understanding of balance and centre of gravity, forces acting on the body during movement
Art
Creating visual patterns through body shapes, understanding of mirror images and reflection
PSHE
Cooperation and partnership skills, giving and receiving constructive feedback, self-evaluation
Teacher Guidance
Positioning
Move continuously around hall to observe all pairs, position near apparatus during setup/use
Observation Focus
Watch for quality of mirroring, asymmetrical shapes, timing, and partner cooperation
Intervention Points
Step in if safety rules ignored, mirroring quality poor, or students becoming frustrated
Demonstration Notes
Use confident students to model good work, demonstrate with a student yourself for complex skills
Verbal Cues
- •'Watch your partner's eyes for timing!'
- •'Make your left side different from your right!'
- •'Hold it... hold it... and change!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 20m x 15m with clear areas around apparatus stations
Surface Check
Non-slip surface free from obstacles, mats properly positioned for landing areas
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Benches and mats properly assembled and secured
- •Clear pathways maintained between apparatus stations
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during partner work
- •Injuries from unsafe apparatus handling
Risk Mitigation
- •Clear apparatus handling procedures demonstrated and followed
- •Adequate spacing between all working pairs
- •Progressive skill building from floor to apparatus work
- •Continuous supervision of apparatus areas
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Monitor partner work for safe cooperation
- •Intervene if apparatus handling becomes unsafe
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, ensure student safety