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Lesson 1 - Matching and Mirroring

Synchronised Partner Gymnastics: Matching and Mirroring Excellence

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Year 6

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Gymnastics

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Big Question

How can we create perfectly synchronized gymnastics movements that demonstrate excellence and precision?

Learning Objectives

To understand and apply the concept of matching in gymnastics movements
To create synchronized pair sequences using canon and unison timing
To develop peer assessment skills and identify excellent gymnastics technique

Key Outcomes

Students will perform matching movements with a partner in both canon and unison
Students will create a mini sequence of 3 matching movements with flow and variation
Students will assess and improve their own and others' performances using specific criteria

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Mats spread evenly around hall with 2m spacing between pairs

Alternative: Carpet squares or defined floor spaces

Cones

8-10 cones

Used to mark boundaries and safe working areas

Alternative: Markers or spots

Tunnel Systems

Instrumental music for background during sequence creation

Alternative: Phone with speaker, tablet

Clipboards

8 clipboards

For peer assessment activities

Alternative: Paper on hard surfaces

Key Vocabulary

Matching

Performing identical movements at exactly the same time as your partner

Canon

One partner starts the movement, then the second partner follows, creating an echo effect

Unison

Both partners performing exactly the same movement at exactly the same time

Sequence

A series of connected movements that flow smoothly from one to the next

Flow

Smooth, continuous movement between exercises without pauses or jerky transitions

Synchronization

Perfect timing between partners so movements appear as one

Skill Progression Pathway

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

Prior Learning

Basic gymnastics movements from Year 5
Understanding of body awareness and control
Experience working with partners safely

Current Skills

Matching movements in canon and unison
Creating flowing sequences with a partner
Peer assessment and feedback skills

Next Steps

More complex mirroring and matching combinations
Advanced sequence development with apparatus
Leading group compositions

Milestone Indicators

Maintains synchronization throughout 3-movement sequence

Demonstrates clear difference between canon and unison

Provides specific, helpful feedback to improve performance

Key Teaching Points

Matching means identical movements - emphasise 'exactly the same' throughout lesson
Canon timing requires clear delay - one starts, partner follows like an echo
Unison timing demands perfect synchronization - both move together exactly
Flow connects movements smoothly without stops or pauses between elements
Excellent gymnastics technique maintained throughout - control over speed
Partnership cooperation essential - both contribute equally to success
Quality over quantity - perfect three movements better than many poor ones

Common Misconceptions

Thinking matching means mirroring (opposite sides) - clarify identical movements
Believing faster movements show better skill - emphasise control and precision
Assuming canon means any delayed start - specify it must be the same movement following
Thinking flow means rushing between movements - explain smooth, controlled transitions
Believing only advanced movements show skill - celebrate excellent execution of basics
Assuming stronger partner should lead everything - emphasise equal partnership contribution

SEN Adaptations

ADHD

Shorter practice segments with regular feedback, provide movement breaks within activities, use clear visual and verbal cues for timing

dyspraxia

Simplify movement combinations, provide additional practice time, break down sequences into smaller components, offer tactile support for positioning

autism spectrum

Provide clear structure and routine, use visual sequence cards, offer quiet practice space if needed, establish clear partnership expectations

visual impairment

Use tactile guidance for partner positioning, provide clear verbal descriptions of movements, ensure adequate contrast in demonstration area

hearing impairment

Use visual signals for timing, demonstrate all movements clearly, provide written sequence cards if needed

physical disability

Adapt movements to seated or supported positions, modify timing requirements, focus on achievable matching elements

Cross-Curricular Links

Maths

Counting and timing in sequences, understanding patterns in canon and unison, measuring and comparing movement speeds

Science

Understanding body mechanics and balance, exploring forces and motion in gymnastics movements, coordination and nervous system responses

Music

Rhythm and timing in movement sequences, understanding tempo changes, beat and rhythm in choreographed movements

PSHE

Cooperation and teamwork, giving and receiving constructive feedback, building confidence through achievement and recognition

Teacher Guidance

Positioning

Circulate around perimeter to observe all pairs, position centrally for demonstrations and instructions

Observation Focus

Monitor matching accuracy, timing coordination, flow quality, and partnership cooperation

Intervention Points

Step in if timing becomes consistently poor, technique becomes unsafe, or partnership conflicts arise

Demonstration Notes

Use high-ability pairs for demonstrations, ensure all students can see clearly, emphasise key teaching points through exaggerated movements

Verbal Cues

•'Count together for perfect timing!'
•'Make it flow like water!'
•'Show me excellent gymnastics!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for mat work and free movement

Surface Check

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

Equipment Safety

Safety Checks

•Check mats are in good condition with no tears or worn areas
•Ensure adequate mat thickness for rolling movements
•Verify secure mat placement to prevent slipping

Risk Management

Key Risks

•Collisions between pairs during sequence practice
•Injuries from poor rolling technique
•Overexertion during extended practice periods

Risk Mitigation

•Clear spacing requirements established and maintained
•Progressive skill building from simple to complex movements
•Continuous monitoring of technique and fatigue levels
•Partner pairing based on similar ability levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs during practice
•Circulate to provide immediate feedback on technique
•Monitor high-activity areas during sequence development

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or support, ensure other students continue safely