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Lesson 6 - Matching and Mirroring Performance

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 use matching and mirroring movements to create a polished performance that demonstrates excellent technique and teamwork?

Learning Objectives

To perform a polished sequence incorporating matching and mirroring movements with confidence and precision
To demonstrate flow, canon, and unison in paired gymnastics sequences
To assess and provide constructive feedback on gymnastics performances using specific criteria

Key Outcomes

Students will perform their completed matching and mirroring sequences with excellent technique and flow
Students will accurately assess performances using observation sheets and provide constructive feedback
Students will demonstrate understanding of key gymnastics concepts including canon, unison, matching, and mirroring

Equipment & Resources Required

Gymnastics Mats

7 large mats

Arranged around apparatus stations for safety

Alternative: Crash mats if available

Gymnastics Benches

4-6 benches

Various heights and arrangements for different challenges

Alternative: Low balance beams

Gymnastics Vaults

3.5 boxes

Different heights to create levels in sequences

Alternative: Stepped boxes or low tables

Score Sheets

1 per pair

Clipboards for easy completion

Alternative: Teacher-created simple assessment forms

Stopwatch

2-3 stopwatches

For timing performances and transitions

Alternative: Mobile phone timers

Tunnel Systems

1 speaker/system

Optional background music for performances

Alternative: Portable speaker

Key Vocabulary

Matching

Performing the same movement at the same time in the same direction

Mirroring

Performing the same movement as your partner but as if looking in a mirror

Canon

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

Unison

Performing movements at exactly the same time with precise timing

Flow

Smooth, continuous movement between gymnastics elements without pauses

Apparatus

Gymnastics equipment such as mats, benches, and boxes used for sequences

Skill Progression Pathway

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

Prior Learning

Students can create basic matching and mirroring sequences
Students understand the difference between matching and mirroring
Students can use apparatus safely in gymnastics

Current Skills

Performing polished sequences with confidence
Demonstrating flow between movements
Using canon and unison effectively
Providing accurate peer assessment

Next Steps

Creating more complex group sequences
Incorporating advanced gymnastics skills
Developing choreographic skills

Milestone Indicators

Smooth transitions between movements

Precise timing with partner

Confident performance delivery

Accurate assessment skills

Key Teaching Points

Emphasise quality and precision over complexity in all gymnastics movements
Create a supportive performance environment where all students feel confident
Use technical vocabulary consistently to develop students' gymnastics language
Focus on the process of improvement rather than just the final performance
Encourage constructive peer assessment using specific criteria
Celebrate effort, cooperation, and personal achievement
Maintain high safety standards throughout all apparatus work

Common Misconceptions

Thinking matching and mirroring are the same thing - clarify the difference through demonstration
Believing complex movements are always better - emphasise precision and control
Assuming assessment is about finding faults - focus on constructive feedback
Thinking gymnastics is only for 'naturally talented' students - celebrate all achievements
Believing performances must be perfect - value effort and improvement

SEN Adaptations

ADHD

Use shorter performance slots, provide clear visual boundaries, offer frequent positive feedback

dyspraxia

Break down movements into smaller steps, provide extra practice time, use simpler apparatus arrangements

autism spectrum

Provide clear sequence structure, allow practice time before performances, create quiet assessment areas

visual impairment

Use clear verbal descriptions of apparatus positions, provide tactile guidance for equipment, assign sighted partner for support

hearing impairment

Use visual demonstrations extensively, provide written assessment sheets, use clear hand signals for timing

physical disability

Adapt movements to seated positions, use modified apparatus, focus on upper body matching and mirroring

Cross-Curricular Links

English

Technical vocabulary usage, giving and receiving feedback, descriptive language for performances

Maths

Timing sequences, counting beats, measuring distances, symmetry and reflection concepts

Science

Forces and motion in gymnastics, balance and centre of gravity, muscular system

Art

Choreography and sequence design, aesthetic appreciation, creative expression through movement

PSHE

Teamwork and cooperation, building confidence, resilience through performance, respect for others

Teacher Guidance

Positioning

Move around the hall to observe all performances, position for maximum visibility of apparatus areas

Observation Focus

Watch for technical accuracy, safety awareness, cooperation, and confidence

Intervention Points

Step in if students struggling with assessment criteria, safety concerns, or partnership dynamics

Demonstration Notes

Use students to demonstrate excellent examples, model assessment language, show supportive feedback techniques

Verbal Cues

•'Focus on flow between movements'
•'Remember to use technical vocabulary in your feedback'
•'Show me your excellent technique'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 15m x 10m clear performance area

Surface Check

Clean, dry, non-slip surface suitable for gymnastics activities

Equipment Safety

Safety Checks

•Check all apparatus is stable and properly positioned
•Ensure mats are flat with no curled edges
•Verify benches and boxes are at appropriate heights

Risk Management

Key Risks

•Falls from apparatus
•Collisions during performances
•Overexertion or muscle strain
•Improper apparatus use

Risk Mitigation

•Clear performance boundaries established
•Appropriate supervision during apparatus use
•Progressive skill building throughout unit
•Adequate matting around all apparatus

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus
•Monitor performance areas closely
•Ensure safe audience positioning

Emergency Procedures

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