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Lesson 4 - Equipment in Gymnastics

Flight & Apparatus Sequences

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Year 6

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Gymnastics

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45 min

Big Question

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

Hoops

1 per group (8 total)

Store around hall perimeter, various colours if available

Alternative: Large skipping ropes formed into circles, chalk circles on floor

Balls

2 per group (16 total)

Medium-sized balls work best for gymnastics integration

Alternative: Bean bags, tennis balls, balloon balls for safety

Spots

6 per group (48 total)

Non-slip material essential for safety

Alternative: Carpet tiles, poly spots, chalk marks

Gymnastics Mats

2 per group (16 total)

Ensure no gaps between mats for safety

Alternative: Crash mats, yoga mats joined together

Ribbons

2 per group (16 total)

Approximately 1 metre length, attached to short stick or handle

Alternative: Scarves, streamers, strips of fabric

Key Vocabulary

Static equipment use

Using equipment in a stationary position, such as jumping through hoops placed on the floor

Dynamic equipment use

Using equipment while it's moving, such as rolling a hoop along a pathway

Cannon

A gymnastic timing technique where movements follow in sequence like dominoes

Pike position

Body bent forward at hips with legs straight and together

Equipment control

Maintaining mastery over apparatus throughout movements without losing possession

Sequence enhancement

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

Maintains equipment control throughout sequence

Demonstrates smooth transitions between equipment phases

Shows creativity in equipment integration methods

Performs with confidence to audience

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

Lesson 4 - Equipment in Gymnastics

How can we seamlessly integrate equipment to enhance our gymnastics sequences whilst maintaining control and flow?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

Maths

Science

PSHE

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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