Lesson 3 - Flight Skills and Sequence Building
Mastering Flight: From Individual Control to Collaborative Sequences
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we combine different take-off and landing techniques to create smooth gymnastics sequences?
Learning Objectives
- To develop take-off and landing techniques for flight skills
- To explore different ways of mounting and dismounting apparatus using flight
- To link skills together to create fluid gymnastics sequences
Key Outcomes
- Students will demonstrate controlled take-offs from one foot and two feet
- Students will show safe mounting and dismounting of apparatus
- Students will create sequences linking multiple flight skills
Equipment & Resources Required
Distribute around hall with clear approach spaces
Alternative: Low balance beams, sturdy wooden planks
Place around and under apparatus for safe landings
Alternative: Crash mats, exercise mats
Mark boundaries and equipment positions
Alternative: Bean bags, poly spots
For timing apparatus setup challenges
Alternative: Classroom timer, phone timer
Key Vocabulary
The phase when both feet are off the ground during a gymnastics skill
The moment of leaving the ground to begin flight
A skill where you jump forward to take weight on hands, keeping hips high
Getting onto a piece of apparatus safely and with control
Getting off apparatus safely with a controlled landing
A series of connected gymnastics skills performed smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques
- Simple apparatus work and safety rules
- Understanding of body shapes in gymnastics
Current Skills
- One-foot take-off to two-foot spring technique
- Cat spring development
- Flight mounting and dismounting
- Sequence building and linking skills
Next Steps
- Advanced flight techniques and vaulting
- Complex sequence creation with apparatus combinations
- Partner and group synchronised routines
Milestone Indicators
Key Teaching Points
- Emphasise progressive skill building from simple to complex flight skills
- Always prioritise soft, controlled landings with bent knees
- Develop confidence through appropriate challenge progression
- Use peer demonstrations to reinforce good technique
- Link apparatus safety to skill development
- Encourage creativity within safe parameters
- Build sequences gradually by connecting simple skills
Common Misconceptions
- Higher jumps are always better - emphasise control and technique over height
- Landing on straight legs is acceptable - consistently reinforce soft landing technique
- Flight skills are only for advanced students - provide appropriate challenges for all abilities
- Apparatus work is separate from floor skills - show clear connections and progression
- Speed improves performance - emphasise controlled, deliberate movements
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular position changes, immediate feedback
dyspraxia
- Simplified sequences, extra practice time, visual and verbal cues combined, peer support
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet zones available for breaks
visual impairment
- Clear verbal descriptions of apparatus layout, tactile exploration of equipment, buddy system for guidance
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, visual signals for start/stop
physical disability
- Modified apparatus heights, seated or supported variations, focus on upper body flight skills where appropriate
Cross-Curricular Links
Maths
Measuring flight distances, counting sequences, angles of take-off and landing
Science
Forces in flight, gravity and air resistance, body systems during exercise
PSHE
Risk assessment, teamwork and cooperation, resilience and perseverance
Teacher Guidance
Positioning
Move around apparatus stations for optimal supervision, position near higher-risk activities
Observation Focus
Watch for progressive skill development, safe apparatus use, and quality of flight techniques
Intervention Points
Step in when students attempt skills beyond current ability or when safety rules are compromised
Demonstration Notes
Use clear, slow demonstrations for new skills, emphasise key technique points, select good student examples
Verbal Cues
- •'Strong run-up, one foot take-off!'
- •'Bend those knees for soft landing!'
- •'High hips in cat spring!'
- •'Control and quality over height!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m with high ceiling for flight work
Surface Check
Non-slip surface free from water or debris, appropriate for gymnastics
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Adequate safety matting around and under apparatus
- •Benches level and secure with no damage
- •Clear approach and landing areas around all equipment
Risk Management
Key Risks
- •Falls from apparatus
- •Collision with equipment or other students
- •Landing injuries from poor technique
- •Overconfidence leading to unsafe attempts
Risk Mitigation
- •Progressive skill building from floor to apparatus
- •Clear safety rules and apparatus protocols
- •Appropriate supervision and spotting
- •Emphasis on controlled movements over speed
- •Regular safety reminders and technique checks
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Move between groups to provide individual guidance
- •Monitor progression and intervene if attempts become unsafe
- •Focus on landing areas and dismount zones
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, clear area if needed