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Lesson 3 - Canon Formation & Flight

Flight & Apparatus Sequences

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Year 6

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Gymnastics

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Big Question

How can we create dramatic and precise movement sequences where timing and coordination become the key to excellence?

Learning Objectives

To understand and apply canon formation principles in gymnastics sequences
To create collaborative sequences incorporating flight elements and apparatus work
To demonstrate leadership skills whilst working in small groups to organise equipment and choreograph movements

Key Outcomes

Students will successfully create and perform canon sequences with accurate timing
Students will demonstrate flight elements safely on and off apparatus
Students will work collaboratively to assign leadership roles and share creative ideas

Equipment & Resources Required

Gymnastics Mats

7 mats per group

Distributed equally between groups, arranged safely in designated areas

Alternative: Exercise mats, crash mats for landing areas

Benches

2-3 per group

Positioned to allow safe approach and landing with adequate mat coverage

Alternative: Low boxes, vault box sections

Low Boxes

1-2 per group

Secured properly with mats positioned for safe landing zones

Alternative: Wooden benches, stable platforms

Cones

12-16

Used to mark group boundaries and create clear working spaces

Alternative: Markers, bean bags

Whiteboards

Positioned where all students can see for vocabulary and concept explanations

Alternative: Large paper sheets, demonstration area

Key Vocabulary

Canon

A compositional device where movements introduced by one gymnast are repeated exactly by subsequent gymnasts in turn

Flight

A gymnastic element where both feet leave the ground simultaneously

Sequence

A series of gymnastic movements performed one after another in a planned order

Apparatus

Equipment used in gymnastics such as mats, benches, boxes, and bars

Formation

The arrangement or positioning of gymnasts in relation to each other

Skill Progression Pathway

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

Prior Learning

Students can perform basic gymnastic actions like rolls, jumps, and balances
Students understand the concept of sequences and can remember short movement patterns
Students have experience working safely with basic apparatus

Current Skills

Understanding and applying canon formation principles
Creating collaborative sequences with flight and apparatus elements
Demonstrating leadership and teamwork in movement creation

Next Steps

Developing more complex compositional devices like mirroring and counterpoint
Creating longer sequences with multiple apparatus stations
Performing sequences with musical interpretation and rhythm

Milestone Indicators

Students demonstrate clear understanding of timing in canon formation

Groups can self-organise and create sequences independently

All group members participate actively in both leading and following roles

Key Teaching Points

Canon requires exact copying of movements with precise timing delays
Safety first - proper apparatus setup and mat placement essential
Leadership roles should rotate to give all students opportunities
Quality over quantity - better to perform fewer elements well than many elements poorly
Group collaboration is as important as individual skill performance
Flight elements must include clear takeoff and controlled landing phases
Sequences should be memorable and repeatable rather than overly complex

Common Misconceptions

Canon means everyone moving at the same time (actually requires timing delays)
Leaders make all the decisions (actually facilitate group collaboration)
More complex sequences are always better (focus should be on quality and teamwork)
Only the strongest gymnasts can perform flight elements (adapt to individual ability levels)
Canon only works in straight lines (can be varied with formations and positioning)

SEN Adaptations

ADHD

Shorter activity segments, clear role definitions, movement breaks built into reflection time

dyspraxia

Extra practice time for timing, simplified formations, peer support for sequence memory

autism spectrum

Clear routine structure, visual schedule provided, quiet space available if overwhelmed by group work

visual impairment

Clear verbal descriptions of formations, tactile guidance for apparatus setup, buddy system for spatial orientation

hearing impairment

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

physical disability

Modified canon using upper body only, seated positions, alternative apparatus or floor-based sequences

Cross-Curricular Links

Maths

Counting sequences and timing, understanding of numerical order 1-4, spatial positioning and geometric formations

Science

Forces in jumping and landing, body systems working during exercise, momentum and timing in movement

Art

Composition and design principles, visual patterns and symmetry, creative expression through movement

Music

Rhythm and timing concepts, pattern recognition, ensemble performance skills

PSHE

Leadership skills, cooperation and teamwork, building confidence, supporting others' success and celebrating achievements

Teacher Guidance

Positioning

Central position during demonstrations, circulating during group work to observe all areas

Observation Focus

Canon timing accuracy, safe apparatus usage, group collaboration and leadership development

Intervention Points

Step in if apparatus setup unsafe, timing consistently inaccurate, or group dynamics becoming negative

Demonstration Notes

Use students to demonstrate canon concept, exaggerate timing for clarity, show both correct and incorrect examples for comparison

Verbal Cues

•'Count with me - 1, 2, 3, 4!'
•'Copy exactly what person 1 did!'
•'Leaders, help your group succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m hall space with high ceiling clearance for jumping

Surface Check

Non-slip surface free from obstacles, mats positioned to prevent slipping

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats sufficient thickness for landing impact
•No sharp edges or protruding bolts on equipment

Risk Management

Key Risks

•Collisions between groups during movement
•Falls from apparatus or during flight elements
•Injury from insufficient warm-up or overexertion

Risk Mitigation

•Clear group boundaries established with cones
•Progressive skill building from simple to complex
•Continuous monitoring of apparatus setup and usage
•Emphasis on controlled landings and safe techniques

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Circulate during apparatus work to check setup
•Monitor group dynamics for safety and inclusion

Emergency Procedures

Stop signal established, first aid kit accessible, know student medical conditions