Lesson 3 - Canon Formation & Flight
Flight & Apparatus Sequences
•Year 6
•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 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
Distributed equally between groups, arranged safely in designated areas
Alternative: Exercise mats, crash mats for landing areas
Positioned to allow safe approach and landing with adequate mat coverage
Alternative: Low boxes, vault box sections
Secured properly with mats positioned for safe landing zones
Alternative: Wooden benches, stable platforms
Used to mark group boundaries and create clear working spaces
Alternative: Markers, bean bags
Positioned where all students can see for vocabulary and concept explanations
Alternative: Large paper sheets, demonstration area
Key Vocabulary
A compositional device where movements introduced by one gymnast are repeated exactly by subsequent gymnasts in turn
A gymnastic element where both feet leave the ground simultaneously
A series of gymnastic movements performed one after another in a planned order
Equipment used in gymnastics such as mats, benches, boxes, and bars
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
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