Lesson 6 - Flight, Bouncing and Jumping - Final Performance
Foundation Flight Skills and Creative Movement Sequences
•Reception
•Gymnastics
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How can we create a jumping and leaping routine that shows all our flight skills from this unit?
Learning Objectives
- Execute a variety of jumps and leaps with increasing control and confidence
- Create and perform sequences that include different types of flight movements
- Demonstrate safe equipment handling and transport skills
Key Outcomes
- Students will perform controlled jumps and leaps in sequences
- Students will work cooperatively with partners on apparatus
- Students will assess their own and others' flight movements
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Teacher clapping rhythm
Pre-arranged around hall perimeter for quick setup
Alternative: Benches, mats, hoops if full apparatus unavailable
Must be positioned at landing areas
Alternative: Thick gym mats
Placed in central pile for final game
Alternative: Any small collectible objects
Positioned at side of hall for game
Alternative: Line on floor marked with cones
For timing apparatus setup and pack-away
Alternative: Phone timer
Key Vocabulary
Taking off and landing with two feet
Taking off from one foot and landing on the opposite foot
A series of movements performed one after another
The time when both feet are off the ground
Moving in a different way or path after each movement
Copying exactly what your partner does at the same time
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping with two feet together
- Simple balancing positions
- Following simple movement instructions
Current Skills
- Variety of jump types (2-2, 2-1, 1-2 feet)
- Leaping with control and direction changes
- Sequence creation and performance
Next Steps
- More complex gymnastic sequences
- Advanced apparatus work with flight
- Partner and group synchronisation
Milestone Indicators
Key Teaching Points
- Emphasise soft landings with bent knees in all jumping activities
- Ensure clear direction changes between movements in sequences
- Maintain strict safety rules during apparatus handling
- Encourage quality over quantity in all flight movements
- Foster positive peer feedback and self-assessment skills
- Connect learning to previous lessons and future gymnastics work
- Celebrate both achievement and effort equally
Common Misconceptions
- Thinking harder jumping means better - teach control over power
- Believing apparatus work is just for fun - emphasise skill development
- Assuming sequence work is too difficult - break into manageable parts
- Equipment handling is less important than performance - stress safety first
- Only physical skills matter in PE - highlight cooperation and thinking skills
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries marked, immediate positive feedback for following instructions
dyspraxia
- Break down sequences into smaller parts, extra practice time, use of visual cues for direction changes
autism spectrum
- Clear routine for apparatus setup, visual schedule for lesson structure, quiet space available if needed
visual impairment
- Use tactile markers for apparatus positions, clear verbal descriptions of all movements, buddy system for equipment handling
hearing impairment
- Visual signals for start/stop, demonstration of all instructions, written or picture cards for sequences
physical disability
- Adapted jumping movements from seated position, modified apparatus heights, focus on upper body flight movements
Cross-Curricular Links
Maths
Counting sequences, timing activities, measuring distances jumped, recognising patterns in movement
Science
Forces in jumping and landing, gravity effects on flight, how muscles work for power
Music
Rhythm and timing in sequences, responding to musical cues, creating movement patterns
PSHE
Cooperation and teamwork, honesty in games, celebrating others' achievements, safety awareness
Teacher Guidance
Positioning
Central position during circle work, moving between apparatus stations during equipment work
Observation Focus
Landing technique, equipment handling safety, partner cooperation, sequence quality
Intervention Points
Poor landing technique, unsafe equipment handling, lack of cooperation, rule breaking
Demonstration Notes
Always demonstrate safety aspects clearly, show flight movements with exaggerated technique, model positive feedback language
Verbal Cues
- •'Soft landings with bendy knees!'
- •'Two people for heavy equipment!'
- •'Flight time - get those feet off the ground!'
- •'Change direction after each movement!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 10m clear space plus apparatus storage
Surface Check
Non-slip floor surface, clean and dry, checked for obstacles
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned at all landing areas
- •Apparatus carried by minimum two people
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Falls during jumping and leaping
- •Collisions during apparatus work
- •Injury from poor lifting technique
- •Apparatus instability or collapse
Risk Mitigation
- •Emphasise soft landings with bent knees throughout
- •Clear direction of travel around apparatus
- •Always two-person carrying for heavy equipment
- •Teacher checks all apparatus setup before use
- •Clear rules and consequences for safe behaviour
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Monitor apparatus setup and pack away closely
- •Watch landing techniques continuously
- •Intervene immediately if unsafe behaviour observed
Emergency Procedures
Stop activity immediately, assess injury, provide first aid if trained, call for medical support if needed