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Lesson 2 - Matching and Mirroring on Apparatus

Synchronised Partner Gymnastics: Matching and Mirroring Excellence

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Year 6

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Gymnastics

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45 min

Big Question

How can we create perfectly synchronised gymnastics sequences that showcase artistic excellence and technical precision?

Learning Objectives

Transfer matching sequences from floor work onto apparatus with control and flow
Create a paired sequence incorporating both canon and unison movements
Evaluate and improve sequences using specific gymnastics criteria

Key Outcomes

Students will perform a 3-movement matching sequence on apparatus with excellent technique
Students will demonstrate understanding of canon and unison through practical application
Students will provide constructive feedback to improve their own and others' performances

Equipment & Resources Required

Gymnastics Mats

3 boxes (different heights)

Placed around apparatus for safety landing areas

Alternative: Crash mats or exercise mats if available

Gymnastics Benches

4-6 benches

Various heights - some inverted for different levels

Alternative: Low boxes or balance beams

Wall bars/Swedish wall

Access for 7 students

Ensure clear landing space in front

Alternative: Climbing frame or sturdy wall fixtures

Cones

12-16 cones

Define safe working areas around each apparatus station

Alternative: Markers or tape

Key Vocabulary

Matching

Two or more students performing identical movements simultaneously

Canon

Performing the same movements but starting at different times, like a round in music

Unison

Performing movements at exactly the same time with perfect synchronisation

Flow

Smooth transitions between movements without pauses or jerky motions

Apparatus

Large gymnastics equipment such as benches, mats, boxes, and wall bars

Sequence

A series of movements performed in a specific order with clear beginning and end

Skill Progression Pathway

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

Prior Learning

Basic gymnastics shapes and balances
Understanding of matching movements from floor work
Experience working in pairs on simple sequences

Current Skills

Transferring floor sequences to apparatus
Creating canon and unison movements on equipment
Developing flow and transitions between movements

Next Steps

Complex apparatus combinations
Group matching sequences with multiple pairs
Advanced timing and synchronisation skills

Milestone Indicators

Consistent timing between partners

Smooth transitions between movements

Confident use of apparatus at different levels

Key Teaching Points

Matching means identical movements performed simultaneously - emphasise perfect timing and body shapes
Canon and unison are two different ways to perform matching - make timing differences very clear
Safety on apparatus must never be compromised for the sake of complex movements
Flow between movements creates quality sequences - encourage smooth transitions
Partner communication is essential for successful matching - build in discussion time
Positive peer assessment develops critical thinking and supportive community
Progressive challenge from simple to complex keeps all students engaged and safe

Common Misconceptions

Thinking matching means 'similar' rather than 'identical' - correct by emphasising exact replication
Believing canon and unison are interchangeable terms - clarify through repeated demonstration with clear timing
Assuming complex movements are automatically better - redirect focus to quality over complexity
Thinking apparatus work is only about height and risk - emphasise variety of ways to use equipment safely
Believing feedback should only point out mistakes - teach positive reinforcement and constructive suggestions
Assuming all students should progress at the same rate - celebrate individual achievements and improvement

SEN Adaptations

ADHD

Use shorter activity bursts with clear breaks, provide movement choices within safety boundaries, use specific praise frequently, have fidget tools available

dyspraxia

Break movements into smaller steps, allow extra practice time, use demonstration frequently, provide physical guidance when safe to do so

autism spectrum

Provide clear structure and routine, use visual schedules for lesson progression, allow quiet spaces if needed, prepare for apparatus changes in advance

visual impairment

Use verbal descriptions of apparatus layout, provide tactile exploration of equipment before use, assign sighted partner for guidance, use contrasting colours where possible

hearing impairment

Use visual signals and demonstrations, provide written instructions, ensure student can see teacher clearly, use vibration cues for timing

physical disability

Adapt movements to suit mobility aids, use floor-based alternatives to apparatus, modify apparatus height, focus on achievable matching movements

Cross-Curricular Links

English

Descriptive vocabulary for movement, following and giving instructions, constructive feedback language, technical terminology

Maths

Counting beats for timing, symmetry in matching movements, angles and geometry in body shapes, measuring time for sequences

Science

Forces and motion in gymnastics movements, balance and centre of gravity, muscle groups and physical fitness, physics of apparatus stability

Art

Body shapes as artistic expression, symmetry and pattern creation, aesthetic appreciation of movement quality

Music

Canon as a musical concept applied to movement, rhythm and timing, tempo changes, synchronisation skills

PSHE

Cooperation and teamwork, building confidence, respecting others' abilities, constructive criticism and praise

Teacher Guidance

Positioning

Central position when teaching whole class, actively circulating during practice phases to monitor all apparatus

Observation Focus

Watch for accurate timing between partners, safe apparatus use, quality of matching movements, positive cooperation

Intervention Points

Step in if students attempt unsafe movements, if partnerships become unproductive, or if understanding appears unclear

Demonstration Notes

Use confident students for demonstrations, always emphasise safety, show both correct and improved versions, make timing differences very clear in canon/unison examples

Verbal Cues

•'Match your partner exactly!'
•'Safety first - talk to your partner before trying something new!'
•'Canon means follow the leader, unison means exactly together!'
•'Flow like water from one movement to the next!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 20m to accommodate multiple apparatus stations with safe spacing

Surface Check

Non-slip hall floor, all apparatus secure and stable, adequate matting coverage

Equipment Safety

Safety Checks

•All apparatus checked for stability before lesson
•Mats positioned to cover all landing areas
•Benches secured and not able to slip
•Boxes stable with all sections properly fitted

Risk Management

Key Risks

•Falls from apparatus
•Collisions between pairs working near each other
•Inappropriate use of apparatus beyond student ability
•Fatigue leading to poor decision-making

Risk Mitigation

•Clear boundaries around each apparatus station
•Continuous supervision and monitoring
•Progressive difficulty with teacher approval for complex movements
•Regular safety reminders throughout lesson
•Adequate rest periods between intensive activities

Supervision & Emergency Procedures

Supervision Points

•Position to see all apparatus stations simultaneously
•Circulate actively during practice periods
•Monitor energy levels and decision-making quality
•Watch for students attempting movements beyond their capability

Emergency Procedures

Stop signal established, first aid kit accessible, clear path to exit, adult assistance summoned immediately if needed