Lesson 4 - Equipment in Gymnastics
Flight & Apparatus Sequences
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we seamlessly integrate equipment to enhance our gymnastics sequences whilst maintaining control and flow?
Learning Objectives
- Include a piece of equipment assigned to the group into a group sequence
- Refine individual aspects of sequence including jumps, starting and finishing positions and use of cannon
- Perform sequence to an audience with confidence and control
Key Outcomes
- Students will successfully incorporate balls, hoops, or beanbags into their group sequence
- Students will demonstrate improved control and precision in their sequence elements
- Students will perform their enhanced sequence to peers with appropriate gymnastic presentation
Equipment & Resources Required
Store around hall perimeter, various colours if available
Alternative: Large skipping ropes formed into circles, chalk circles on floor
Medium-sized balls work best for gymnastics integration
Alternative: Bean bags, tennis balls, balloon balls for safety
Non-slip material essential for safety
Alternative: Carpet tiles, poly spots, chalk marks
Ensure no gaps between mats for safety
Alternative: Crash mats, yoga mats joined together
Approximately 1 metre length, attached to short stick or handle
Alternative: Scarves, streamers, strips of fabric
Key Vocabulary
Using equipment in a stationary position, such as jumping through hoops placed on the floor
Using equipment while it's moving, such as rolling a hoop along a pathway
A gymnastic timing technique where movements follow in sequence like dominoes
Body bent forward at hips with legs straight and together
Maintaining mastery over apparatus throughout movements without losing possession
Adding elements that improve the visual impact and skill level of a routine
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes and balances (tuck, pike, straddle)
- Simple sequence creation and performance
- Fundamental ball handling and catching skills
- Understanding of cannon timing in group work
Current Skills
- Equipment control during gymnastic movements
- Integration of static and dynamic equipment use
- Refined sequence performance with equipment
- Advanced group coordination with apparatus
Next Steps
- Complex apparatus work with gymnastics equipment
- Competition-style routine development
- Teaching and coaching skills for peer instruction
- Creative choreography with multiple apparatus
Milestone Indicators
Key Teaching Points
- Equipment should enhance the sequence, not dominate it - maintain gymnastic quality throughout
- Clear distinction between static equipment use (stationary) and dynamic equipment use (moving)
- Control is more important than complexity - master simple integration before advancing
- Group collaboration requires compromise and creative problem-solving
- Performance quality includes confident presentation and audience awareness
- Safety in equipment handling protects everyone and allows learning to continue
- Cannon timing can be enhanced by equipment passing between group members
Common Misconceptions
- Equipment must be used constantly throughout the sequence - actually, selective use is more effective
- More equipment equals better sequences - quality of integration matters more than quantity
- Equipment skills are separate from gymnastic skills - they should be seamlessly combined
- Static equipment use is easier than dynamic - both require different types of skill and control
- Only advanced students can use equipment effectively in sequences - all students can contribute meaningfully
- Equipment integration changes the whole sequence - often small adaptations work best
- Performance is only about showing off - it's about sharing learning and celebrating progress
SEN Adaptations
ADHD
- Break equipment practice into shorter segments, provide immediate feedback on equipment control, use equipment activities as movement breaks, clear boundaries for equipment use
dyspraxia
- Use larger, easier to handle equipment, provide extra practice time for coordination skills, break down equipment integration into smaller steps, offer hand-over-hand guidance
autism spectrum
- Provide clear structure for equipment selection process, offer visual schedule of lesson progression, create quiet space for breaks, establish predictable equipment routines
visual impairment
- Use bright coloured equipment with audible elements (bells in balls), provide detailed verbal descriptions of equipment placement, establish tactile reference points for sequence positioning
hearing impairment
- Use visual signals for timing and transitions, provide written instruction cards, demonstrate all equipment techniques clearly, use vibration cues for rhythm
physical disability
- Adapt equipment for wheelchair use, modify throwing distances and heights, provide seated versions of activities, use lightweight alternative equipment
Cross-Curricular Links
Maths
Understanding of force and trajectory in equipment throwing, timing and sequence patterns, symmetry and asymmetry in group formations, measuring and comparing distances in equipment control
Science
Forces in action during equipment manipulation, gravity effects on thrown objects, friction and surface interactions, body systems working under coordination demands
PSHE
Collaboration and compromise in group decisions, building confidence through performance, resilience when equipment skills are challenging, celebrating others' creative achievements
Teacher Guidance
Positioning
Move between groups during development phase, position at front for demonstrations, corner position for performance viewing
Observation Focus
Equipment control quality, group collaboration effectiveness, safety in equipment handling, creative problem-solving
Intervention Points
When equipment becomes unsafe, if groups struggle with decision-making, when students dominate or withdraw from participation
Demonstration Notes
Always demonstrate equipment control slowly first, show clear contrast between effective and ineffective integration, use student demonstrations where appropriate
Verbal Cues
- •'Control the equipment, don't let it control you!'
- •'Think enhancement, not addition!'
- •'Static or dynamic - which works better here?'
- •'Smooth transitions keep the flow!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m with clear ceiling height of 3m for equipment throwing
Surface Check
Clean, dry, non-slip surface essential for gymnastic work with equipment
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and undamaged
- •Inspect hoops for cracks or sharp edges
- •Ensure beanbags are securely stitched
- •Verify throw down spots are non-slip and flat
Risk Management
Key Risks
- •Equipment thrown too high hitting ceiling or lights
- •Balls/beanbags rolling under feet causing slips
- •Hoops thrown carelessly hitting other students
- •Equipment left in walkways creating trip hazards
Risk Mitigation
- •Clear guidelines on equipment throwing height and force
- •Designated equipment storage areas during activities
- •Adequate spacing between students and groups
- •Immediate collection of dropped or misplaced equipment
- •Clear boundaries for equipment use areas
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all equipment use
- •Monitor equipment storage and retrieval
- •Watch for unsafe equipment handling
- •Ensure clear pathways during performances
Emergency Procedures
Stop activity immediately, secure all equipment, assess situation, provide appropriate first aid, complete accident documentation if required