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Lesson 4 - 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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Big Question

How can we use gymnastics apparatus to create spectacular mirroring sequences that showcase precision, flow, and partnership?

Learning Objectives

To transfer mirroring skills from floor work onto gymnastics apparatus with control and precision
To create a paired sequence demonstrating both canon and unison movements with excellent flow
To evaluate performances using technical criteria and provide constructive feedback to improve quality

Key Outcomes

Students will perform confident mirroring sequences on apparatus incorporating changes of level, speed, and direction
Students will demonstrate understanding of canon and unison through practical application in their sequences
Students will accurately assess performances using gymnastics criteria and suggest specific improvements

Equipment & Resources Required

Gymnastics Mats

7 large mats

Place around apparatus for safe landing areas

Alternative: Crash mats or folded mats for safety zones

Gymnastics Benches

4-6 benches

Position at various heights and angles around the hall

Alternative: Low balance beams if available

Gymnastics Blocks

2-3 tables

Set at different heights to create level variations

Alternative: Vaulting boxes or large foam blocks

Wall Bars

Access to wall bars if available

Ensure clear space around for safe movement

Alternative: Climbing frames or horizontal bars

Cones

12-16 cones

Mark boundaries and safe zones around apparatus

Alternative: Markers or spots

Score Sheets

1 per pair

Pre-prepared with mirroring criteria

Alternative: Simple checklist cards

Key Vocabulary

Mirroring

Performing movements that create an exact mirror image of your partner's actions

Canon

When partners perform the same movement but at different times, creating a follow-the-leader effect

Unison

When partners perform the same movement at exactly the same time

Flow

Smooth, continuous movement between gymnastics elements without stops or pauses

Apparatus

Gymnastics equipment such as benches, mats, tables, and wall bars used to enhance movements

Sequence

A planned series of gymnastics movements performed in a specific order

Skill Progression Pathway

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

Prior Learning

Basic mirroring movements on the floor
Understanding of canon and unison concepts
Safe apparatus handling and movement
Partner work and cooperation skills

Current Skills

Transferring mirroring skills to apparatus
Creating sequences with flow and rhythm
Using apparatus to enhance movement quality
Peer assessment and feedback skills

Next Steps

Complex matching and mirroring combinations
Group sequence creation
Competition-style routine development
Teaching sequences to younger students

Milestone Indicators

Smooth transitions between apparatus and floor

Precise timing in mirroring movements

Confident use of apparatus to create levels

Clear demonstration of canon and unison understanding

Key Teaching Points

Emphasise precision in mirroring - exact copies create the best visual effect
Safety on apparatus is non-negotiable - always check before moving
Canon and unison are different timing concepts - practice each separately first
Flow between movements makes sequences look professional and polished
Partner communication is essential - talk, plan, and support each other
Quality over complexity - simple movements performed excellently beat difficult movements done poorly
Use apparatus to enhance not complicate - it should make mirroring more interesting, not harder

Common Misconceptions

Mirroring means copying - correction: it means creating an exact mirror image
Canon and unison are the same - correction: canon has time delay, unison is simultaneous
Using apparatus makes sequences automatically better - correction: apparatus must enhance the mirroring quality
Feedback should focus on mistakes - correction: identify strengths first, then suggest improvements
Complex movements are always better - correction: quality and precision matter more than difficulty

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, regular position changes

dyspraxia

Slower movement pace, extra practice time, simpler movement patterns initially

autism spectrum

Clear structure and routine, visual sequence cards, quiet practice areas available

visual impairment

Use tactile cues for apparatus location, verbal descriptions of partner movements, buddy system for guidance

hearing impairment

Visual demonstrations emphasised, hand signals for timing, written instruction cards available

physical disability

Adapted apparatus heights, seated mirroring options, modified movements to suit abilities

Cross-Curricular Links

English

Vocabulary development, giving and receiving feedback, explaining technical concepts

Science

Forces and motion, balance and centre of gravity, body systems and muscle coordination

Art

Creating visual patterns, understanding symmetry in design, appreciating aesthetic movement

Music

Rhythm and timing, keeping beats together, coordinating movement to tempo

PSHE

Partnership skills, resilience when learning new skills, celebrating others' achievements

Teacher Guidance

Positioning

Position centrally to observe all apparatus areas, move around to provide individual support

Observation Focus

Watch for precise mirroring, safe apparatus use, quality of partner communication, and flow in sequences

Intervention Points

Step in when safety is compromised, mirroring quality deteriorates, or students need technical guidance

Demonstration Notes

Use students as partners for demonstrations, emphasise key points clearly, show common mistakes and corrections

Verbal Cues

•'Mirror exactly what you see!'
•'Canon means follow the leader!'
•'Unison means exactly together!'
•'Flow from one movement smoothly to the next!'
•'Safety first, then spectacular!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with apparatus arranged safely around perimeter

Surface Check

Non-slip surface, clean and dry, free from obstacles and hazards

Equipment Safety

Safety Checks

•All apparatus checked for stability and secure positioning
•Mats positioned around all apparatus for safe landing
•Equipment appropriate for Year 6 height and ability
•Clear pathways between apparatus for safe movement

Risk Management

Key Risks

•Falls from apparatus
•Collisions between pairs
•Inappropriate apparatus use
•Overconfident movements beyond ability

Risk Mitigation

•Thorough apparatus safety briefing before use
•Continuous supervision of all apparatus work
•Clear boundaries and working areas established
•Progressive skill building from simple to complex
•Partner communication emphasised throughout

Supervision & Emergency Procedures

Supervision Points

•Position to observe all apparatus areas simultaneously
•Monitor pair communication and cooperation
•Watch for fatigue affecting safety
•Intervene immediately if unsafe practices observed

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact school procedures if required