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Lesson 6 - Flight from Hands - Vaulting Skills

Individual to Team Mastery

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Year 6

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Gymnastics

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Big Question

How can we use our arms and core strength to travel safely over apparatus using flight?

Learning Objectives

To be able to use flight from hands to travel over apparatus with control
To develop strength and coordination in vaulting movements
To demonstrate safe landing technique when dismounting from apparatus

Key Outcomes

Students will perform vaulting progressions with increasing confidence and control
Students will demonstrate correct hand placement and take-off technique
Students will link additional skills to their vaulting movements

Equipment & Resources Required

SAQ Ladders

Positioned with mats on landing side, spaced for safe run-ups

Alternative: Low gym boxes or sturdy benches

Gymnastics Benches

Arranged lengthways with adequate spacing between

Alternative: Low balance beams or sturdy planks

Safety Mats

8-12

Placed on landing areas and under all apparatus

Alternative: Thick exercise mats or crash mats

Springboard

1-2 (optional)

Used for support during progression stages

Alternative: Small gym box or folded mats for elevation

Key Vocabulary

Through vault

A gymnastics vault where legs pass through the arms during flight

Flight phase

The moment when both hands and feet are off the ground during a vault

Take-off

The moment when feet leave the ground to begin the vault

Front support

Supporting body weight on straight arms with shoulders over hands

Apparatus

Gymnastics equipment used for skills and routines

Skill Progression Pathway

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

Prior Learning

Basic gymnastics shapes and balances
Front support positions
Controlled landings from height
Basic jumping and hopping movements

Current Skills

Flight from hands over apparatus
Vault progressions and technique
Strength development in arms and core
Linking skills to create sequences

Next Steps

Advanced vaulting with increased height
Complex gymnastic sequences
Competitive vaulting techniques
Group routine creation

Milestone Indicators

Consistent hand placement before feet

Smooth transition through flight phase

Controlled landings with good technique

Ability to link additional movements

Key Teaching Points

Hands must always contact apparatus before feet for safety
Progressive difficulty - master each stage before advancing
Controlled run-up speed prevents overshoot and maintains safety
Bent knees on landing absorb impact and prevent injury
Quality technique is more important than attempting difficult skills
Sequential movement patterns (one-two-one) create better control
Linking skills should flow naturally from vault landing

Common Misconceptions

Thinking faster run-ups create better vaults - actually reduces control
Believing feet can land before hands safely - creates instability
Assuming straight leg landings look more impressive - increases injury risk
Thinking through vault can be attempted without mastering progressions
Believing equipment setup is not important for learning

SEN Adaptations

ADHD

Clear boundaries, frequent positive feedback, movement breaks between skills, partner support

dyspraxia

Extra time for skill development, simplified progressions, additional visual and physical support, celebration of effort

autism spectrum

Clear structured progressions, predictable routine, quiet practice space available, visual sequence cards

visual impairment

Tactile guidance for hand placement, verbal description of apparatus layout, consistent equipment positioning

hearing impairment

Visual demonstrations, clear hand signals for instructions, written sequence cards

physical disability

Modified heights using lower apparatus, alternative progressions using available mobility, focus on achievable elements

Cross-Curricular Links

Maths

Measuring run-up distances, counting repetitions, angles of take-off and landing

Science

Forces in take-off and landing, gravity and flight, lever principles in vaulting

Geography

Spatial awareness, directions and movement patterns, Olympic Games countries

PSHE

Risk assessment, personal challenge, supporting others, building confidence

Teacher Guidance

Positioning

Central position allowing view of all four apparatus stations

Observation Focus

Hand placement consistency, progression readiness, safety compliance

Intervention Points

When students attempt skills beyond capability or show unsafe practice

Demonstration Notes

Use exaggerated movements for clarity, emphasise safety aspects, show both correct and incorrect technique for comparison

Verbal Cues

•'Hands first, always hands first!'
•'Soft knees for safe landing!'
•'Quality over difficulty!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with 3m clear space around each apparatus

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Agility tables checked for stability and secure locks
•Benches inspected for damage and level placement
•Mats positioned securely with no gaps or overlaps
•Springboards checked for stability if used

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Incorrect hand placement leading to slips
•Attempting skills beyond ability level

Risk Mitigation

•Clear progression stages enforced - no skipping ahead
•One student per apparatus at any time
•Mats positioned on all landing areas
•Constant supervision and spotting when needed
•Emphasis on technique over height or speed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus
•Monitor vault progressions closely
•Watch for fatigue affecting technique
•Ensure equipment used safely throughout

Emergency Procedures

Stop activity immediately, assess injury, appropriate first aid, clear area if needed