Lesson 6 - Flight from Hands - Vaulting Skills
Individual to Team Mastery
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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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
Positioned with mats on landing side, spaced for safe run-ups
Alternative: Low gym boxes or sturdy benches
Arranged lengthways with adequate spacing between
Alternative: Low balance beams or sturdy planks
Placed on landing areas and under all apparatus
Alternative: Thick exercise mats or crash mats
Used for support during progression stages
Alternative: Small gym box or folded mats for elevation
Key Vocabulary
A gymnastics vault where legs pass through the arms during flight
The moment when both hands and feet are off the ground during a vault
The moment when feet leave the ground to begin the vault
Supporting body weight on straight arms with shoulders over hands
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
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