Lesson 2 - Dismounting from Apparatus
Flight & Apparatus Sequences
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we dismount from different heights safely while maintaining control and balance?
Learning Objectives
- To dismount safely from varying heights of apparatus
- To develop the magic chair landing technique for controlled dismounts
- To make informed judgements about appropriate equipment heights for personal ability
Key Outcomes
- Students will be able to dismount from different apparatus heights using correct technique
- Students will demonstrate the magic chair landing consistently
- Students will select appropriate equipment heights based on their ability and confidence
Equipment & Resources Required
Place one strip under each apparatus station
Alternative: Crash mats or safety mats
Arrange in height progression from low to high
Alternative: Benches, low vault boxes
Position at different heights using legs/supports
Alternative: Low beam, balance bench
Place beyond apparatus for distance challenges
Alternative: Markers, bean bags
Key Vocabulary
To get down from apparatus in a controlled and safe manner
A landing position with bent knees, arms forward, as if sitting on an invisible chair
Gymnastics equipment used for performing skills, such as benches, boxes, and tables
Being able to manage your body position and movement with precision
How high something is from the ground
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing skills
- Simple balance positions on floor
- Experience climbing onto low apparatus
Current Skills
- Magic chair landing technique
- Dismounting from varying heights
- Risk assessment and equipment selection
Next Steps
- Travelling before dismounting
- Combination dismounts with rolls
- Creating dismount sequences
Milestone Indicators
Key Teaching Points
- Magic chair landing requires knees bent at 90 degrees with arms extended forward
- One student per apparatus at all times for safety
- Students should choose equipment height appropriate to their confidence and ability
- Hold landing position for 3 seconds to demonstrate control
- Technique is more important than height of apparatus attempted
- Progressive skill development through appropriate challenge selection
- Safety awareness and risk assessment are key learning outcomes
Common Misconceptions
- Higher apparatus is always better - correct: appropriate height for individual ability is best
- Landing with straight legs is acceptable - correct: bent knees are essential for safety
- Quick dismounts show skill - correct: controlled dismounts demonstrate real ability
- Arms should be by sides when landing - correct: arms forward help with balance and control
- Everyone should use the same height equipment - correct: individual choice based on ability is important
SEN Adaptations
ADHD
- Shorter rotation times, clear boundaries for equipment areas, regular movement breaks within structure
dyspraxia
- Extra practice time for magic chair position, simplified apparatus progression, additional support for spatial awareness
autism spectrum
- Clear routine for apparatus rotation, visual schedule of activities, quiet practice space available
visual impairment
- Use verbal descriptions of apparatus height, tactile exploration of equipment before use, buddy system for guidance
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for key teaching points
physical disability
- Adapted apparatus heights, seated dismounting practice, modified landing positions as appropriate
Cross-Curricular Links
English
Vocabulary development, descriptive language for movements, following and giving instructions
Maths
Estimating and measuring heights of apparatus, counting successful attempts, understanding angles in landing position
Science
Forces involved in jumping and landing, gravity effects, balance and equilibrium principles
PSHE
Risk assessment and decision-making, building confidence, supporting others, personal responsibility
Teacher Guidance
Positioning
Move around apparatus stations to observe all groups, position centrally during demonstrations
Observation Focus
Watch for correct magic chair technique, appropriate equipment selection, safe climbing and dismounting
Intervention Points
Step in immediately for unsafe height selection, poor technique, or lack of confidence
Demonstration Notes
Always demonstrate magic chair position clearly, show different apparatus heights, emphasise safety principles throughout
Verbal Cues
- •'Knees bent like sitting on a chair!'
- •'Arms forward for balance!'
- •'Hold your landing until you're steady!'
- •'Choose what feels right for you!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 12m clear space for apparatus stations
Surface Check
Non-slip, even floor surface clear of obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned correctly under and around equipment
- •Box tops and benches secured properly
- •No damaged or worn equipment in use
Risk Management
Key Risks
- •Falls from apparatus due to poor technique
- •Injuries from hard landings
- •Collisions between students at apparatus
- •Apparatus movement or instability
Risk Mitigation
- •One student per apparatus at a time enforced
- •Progressive height introduction with choice
- •Magic chair landing technique taught thoroughly
- •Continuous supervision and technique correction
- •Mats placed appropriately for all landing areas
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned for maximum visibility of all apparatus
- •Special attention to students attempting higher equipment
- •Monitor for appropriate height selection
- •Immediate intervention for unsafe practices
Emergency Procedures
Stop activity immediately, assess injury severity, provide appropriate first aid, call for medical assistance if needed