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Lesson 4 - Leapfrogging and Creative Flight

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 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

Gymnastics Mats

6-8 stations

Placed around apparatus and practice areas

Alternative: Crash mats for additional safety

Stopwatch

For timing apparatus setup challenge

Alternative: Smartphone timer

Video Device

For assessment evidence and feedback

Alternative: Smartphone or tablet

Key Vocabulary

Leapfrog

A gymnastic skill where one person jumps over another who is in a crouched position

Mount

Getting onto apparatus in a controlled and creative way

Dismount

Getting off apparatus safely with control and style

Flight

When both feet leave the ground simultaneously during movement

Straddle

A shape where legs are wide apart, usually during flight

Base of support

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

Consistent safe leapfrogging technique

Creative use of apparatus for flight

Ability to self-evaluate and improve

Effective partnership working

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