Lesson 3 - Leapfrog and Partner Travel
Partner Gymnastics: Under, Over and Through Sequences
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create safe opportunities for others to travel over and under us while mastering advanced gymnastics skills?
Learning Objectives
- Develop safe leapfrogging technique with control and precision
- Create opportunities for partners to travel over and under using strong support positions
- Apply travelling skills in creative sequences on apparatus
Key Outcomes
- Students will demonstrate safe leapfrogging with proper take-off and landing
- Students will maintain stable support positions while others travel over/under them
- Students will create fluid sequences combining different travelling methods
Equipment & Resources Required
Distributed around apparatus areas for safe landing zones
Alternative: Crash mats, exercise mats
For timing apparatus setup challenges
Alternative: Mobile phone timer, wall clock
Mark apparatus group areas and boundaries
Alternative: Bean bags, spots
Key Vocabulary
Jumping over someone who is crouched down, using hands for support
A stable body position (front or back support) that allows others to travel over or under
Jumping from both feet simultaneously for maximum power and control
The height achieved when jumping, using arms and legs to gain lift
The wide, stable foundation created by hands and feet when being leapfrogged
A series of movements linked together smoothly with clear start and finish
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing skills
- Simple rolling techniques
- Partner work and cooperation
- Understanding of personal space
Current Skills
- Safe leapfrogging technique
- Creating stable support positions
- Partner sequence creation
- Advanced apparatus work
Next Steps
- Travelling onto, along and over benches
- More complex apparatus sequences
- Group gymnastics displays
- Advanced rolling combinations
Milestone Indicators
Key Teaching Points
- Always approach leapfrog from directly behind, never from the side
- Two-footed take-off gives maximum power and control for safe leapfrog
- Hands flat on partner's back, push down and forward for lift-off
- Create wide, stable base when being leapfrogged - hands behind calves, chin tucked
- Build momentum through rocking to spring to feet without using hands
- Apparatus work requires cooperation, communication, and responsibility
- Sequences should have clear starts, smooth transitions, and defined endings
Common Misconceptions
- Thinking you can leapfrog from the side - this is unsafe and should only be from behind
- Believing single-foot take-off is better - two-footed gives more power and control
- Placing hands in front of knees when being leapfrogged - hands go behind calves for safety
- Thinking apparatus work is just about physical skills - it's equally about teamwork and responsibility
- Assuming bigger/stronger students always make better partners - matching abilities often works better
- Believing you need to use hands to get up from rocking - momentum and technique are key
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked, regular check-ins, responsibility roles during apparatus work, immediate feedback
dyspraxia
- Extra practice time, simplified movement patterns, clear verbal instructions, visual cues for positioning, peer support partnerships
autism spectrum
- Clear routine structure, visual sequence cards, quiet spaces available, predictable apparatus rotation, advance warning of changes
visual impairment
- Use bright contrasting mats, verbal descriptions of demonstrations, buddy system for apparatus work, tactile markers for positions
hearing impairment
- Clear visual demonstrations, written instruction cards, sign language support, visual start/stop signals
physical disability
- Modified leapfrog over lower objects, wheelchair accessible apparatus arrangements, seated support positions, alternative travelling methods
Cross-Curricular Links
English
Following complex instructions, vocabulary development, expressing ideas about movement, peer feedback
Maths
Measuring jump distances, counting sequences, timing apparatus setup challenges, angles of approach
Science
Forces in jumping and landing, momentum in rocking movements, friction and grip, body mechanics
PSHE
Cooperation and teamwork, trust building, personal challenge and resilience, leadership development
Teacher Guidance
Positioning
Stand where you can see all pairs during leapfrog practice, move between apparatus stations during group work
Observation Focus
Watch for safe approach angles, two-footed take-offs, hand placement, landing control, apparatus stability
Intervention Points
Step in immediately for unsafe approaches, poor apparatus handling, or if students struggle with basic technique
Demonstration Notes
Demonstrate: Use confident student for leapfrog demo, exaggerate safety points, show transitions slowly first
Verbal Cues
- •'Approach from behind only!'
- •'Two feet together for take-off!'
- •'Hands flat on back, push and spring!'
- •'Soft landing like a cat!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall with 3m clearance from walls for leapfrog activities
Surface Check
Non-slip hall floor, check for wet areas, ensure mats are flat and secure
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are positioned for landing areas
- •Verify apparatus is age-appropriate height
- •Check equipment for damage before setup
Risk Management
Key Risks
- •Collision during leapfrog approach
- •Falls from apparatus
- •Injury from poor landing technique
- •Equipment falling during setup/pack away
Risk Mitigation
- •Enforce behind-only approach for leapfrog
- •Clear spacing requirements around apparatus
- •Progressive skill building from simple to complex
- •Supervised apparatus handling with two-person carries
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all leapfrog activities
- •Monitor apparatus areas constantly
- •Check approach angles and spacing
- •Observe equipment handling procedures
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, ensure clear access for emergency services if needed