Lesson 4 - Leapfrogging and Creative Flight
Mastering Flight: From Individual Control to Collaborative Sequences
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we use flight safely and creatively to develop dynamic gymnastic sequences?
Learning Objectives
- Develop safe leapfrogging technique with proper take-off and landing
- Create imaginative ways to mount and dismount apparatus using flight
- Work collaboratively to design sequences involving elements of flight
Key Outcomes
- Students will demonstrate controlled leapfrogging with clear technique points
- Students will show creative mounting and dismounting skills on apparatus
- Students will evaluate their own progress and challenge themselves to improve
Equipment & Resources Required
Placed around apparatus and practice areas
Alternative: Crash mats for additional safety
For timing apparatus setup challenge
Alternative: Smartphone timer
For assessment evidence and feedback
Alternative: Smartphone or tablet
Key Vocabulary
A gymnastic skill where one person jumps over another who is in a crouched position
Getting onto apparatus in a controlled and creative way
Getting off apparatus safely with control and style
When both feet leave the ground simultaneously during movement
A shape where legs are wide apart, usually during flight
The crouched position providing a stable platform for leapfrogging
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes and positions
- Simple apparatus work and safety rules
- Partner work and trust exercises
- Understanding of take-off and landing principles
Current Skills
- Leapfrogging technique development
- Creative mounting and dismounting
- Flight sequence creation
- Self and peer assessment skills
Next Steps
- Advanced flight combinations on apparatus
- Group synchronised sequences
- Competitive gymnastics elements
- Teaching and coaching skills
Milestone Indicators
Key Teaching Points
- Leapfrog must always be approached from behind, never from front or sides
- Base position must be strong and stable with head tucked for safety
- One-foot take-off into two-foot spring is essential for proper technique
- Hands placed in middle of back, never on shoulders or lower back
- Straddle position during flight with wide leg separation
- Soft, controlled landing beyond the base partner
- Creative apparatus work should prioritise safety over complexity
Common Misconceptions
- Thinking leapfrog can be approached from any angle - emphasise behind only
- Believing harder take-off equals better leapfrog - focus on control and technique
- Assuming taller students can't be leapfrogged - teach position modifications
- Thinking apparatus work should be risky to be impressive - emphasise controlled creativity
- Believing strength alone creates good base position - teach proper body positioning
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries marked, immediate feedback, shorter activity segments
dyspraxia
- Simplified sequences initially, extra practice time, use of visual and verbal cues together, partner support
autism spectrum
- Clear routine structure, visual sequence cards, quiet practice areas available, predictable lesson format
visual impairment
- Use tactile guidance for base positions, verbal cues for spatial awareness, buddy system for apparatus work
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for communication
physical disability
- Modified base positions, seated leapfrog variations, adapted apparatus heights, alternative mounting methods
Cross-Curricular Links
English
Descriptive vocabulary for movements, giving clear instructions and feedback
Maths
Calculating distances in jumping challenges, measuring apparatus heights, counting sequences
Science
Understanding forces in flight, momentum and energy transfer, body systems during exercise
PSHE
Trust building, cooperation, resilience, self-assessment and personal challenges
Teacher Guidance
Positioning
Move between apparatus stations and leapfrog areas for maximum visibility
Observation Focus
Monitor take-off technique, landing control, and partner communication
Intervention Points
Step in immediately if unsafe techniques observed or poor base positions
Demonstration Notes
Use clear, slow demonstrations emphasising each phase of leapfrog technique
Verbal Cues
- •'One foot take-off, two foot spring!'
- •'Strong base position, head tucked!'
- •'Hands in middle of back!'
- •'Wide straddle in the air!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 20m with apparatus stations
Surface Check
Non-slip surface, clear of obstacles, adequate ceiling height for jumping
Equipment Safety
Safety Checks
- •Apparatus stability checked before use
- •Mats positioned correctly around apparatus
- •Video equipment positioned safely out of activity area
Risk Management
Key Risks
- •Collisions during leapfrogging
- •Falls from apparatus
- •Unsafe mounting and dismounting
- •Partner lifting injuries
Risk Mitigation
- •Clear spacing requirements enforced
- •Progressive skill building from simple to complex
- •Approach from behind only rule
- •Strong base position maintenance
- •Adequate matting around all apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Active monitoring of leapfrog technique
- •Intervention before unsafe attempts
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required