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Lesson 3 - Flight Skills and Sequence Building

Mastering Flight: From Individual Control to Collaborative Sequences

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Year 6

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Gymnastics

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Big Question

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

Gymnastics Benches

7 benches

Distribute around hall with clear approach spaces

Alternative: Low balance beams, sturdy wooden planks

Gymnastics Mats

Various pieces (boxes, tables, beams)

Place around and under apparatus for safe landings

Alternative: Crash mats, exercise mats

Cones

20 marker cones

Mark boundaries and equipment positions

Alternative: Bean bags, poly spots

Stopwatch

For timing apparatus setup challenges

Alternative: Classroom timer, phone timer

Key Vocabulary

Flight

The phase when both feet are off the ground during a gymnastics skill

Take-off

The moment of leaving the ground to begin flight

Cat Spring

A skill where you jump forward to take weight on hands, keeping hips high

Mounting

Getting onto a piece of apparatus safely and with control

Dismounting

Getting off apparatus safely with a controlled landing

Sequence

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

Consistent soft landings with bent knees

Confident apparatus mounting using flight

Smooth transitions between different skills

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