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Lesson 1 - Take-off and Flight Fundamentals

Mastering Flight: From Individual Control to Collaborative Sequences

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Year 6

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Gymnastics

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1h 14min

Big Question

How can I generate maximum height and control when taking flight in gymnastics?

Learning Objectives

To demonstrate powerful take-offs from one foot and two feet with dynamic elevation
To create and hold distinct shapes in flight with controlled landings
To link jumping skills into flowing sequences with varied pathways

Key Outcomes

Students will execute take-offs with noticeable elevation and body control
Students will demonstrate safe landing techniques with absorption through joints
Students will create sequences combining different take-off methods and flight shapes

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Distribute around hall for landing practice

Alternative: Crash mats or landing mats

Benches

4-6 benches

Various heights for progressive jumping challenges

Alternative: Low boxes or platforms

Tables

2-3 tables

For advanced jumping from height

Alternative: Higher platforms or boxes

Cones

20 cones

Mark landing zones and pathways

Alternative: Bean bags or markers

Stopwatch

For timed challenges and apparatus setup

Alternative: Phone timer or class timer

Key Vocabulary

Take-off

The moment when both feet leave the ground to begin flight

Elevation

The height achieved during flight phase

Flight phase

The time when the body is completely airborne

Landing absorption

Using joints to soften impact when returning to ground

Dynamic movement

Powerful, explosive actions that generate maximum force

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic jumping and landing from Year 5
Understanding of body shapes from previous gymnastics units
Experience with apparatus work and safety protocols

Current Skills

Powerful take-offs from single and double feet
Creating distinct flight shapes with control
Linking movements into flowing sequences

Next Steps

Advanced flight combinations with rotations
Vaulting progressions using springboards
Partner and group flight sequences

Milestone Indicators

Visible elevation during take-off phase

Clear body shapes maintained throughout flight

Controlled landings with joint absorption

Key Teaching Points

Powerful take-offs require explosive leg drive and coordinated arm action
Flight shapes must be held throughout entire airborne phase, not just initiated
Soft landings protect joints - emphasise balls of feet, bent knees, slight forward lean
Apparatus work requires methodical safety protocols - no exceptions
Partner feedback develops critical observation skills essential for improvement
Progressive height building develops confidence systematically
Quality of movement is more important than height or distance achieved

Common Misconceptions

Higher apparatus always means better gymnastics - focus on control and technique first
Flight shapes only need to be started, not held - emphasise maintenance throughout flight
Apparatus rules can be relaxed when confident - safety protocols apply always
Single foot take-offs are easier than double foot - both require different skills and practice
Partner feedback should be only positive - constructive suggestions help improvement

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries marked, immediate positive feedback for focus

dyspraxia

Extra practice time for coordination, simplified sequences, larger apparatus for easier targeting

autism spectrum

Clear structure and routine, visual schedule of activities, quiet spaces available if needed

visual impairment

Use bright coloured mats for landing areas, verbal descriptions of demonstrations, buddy system for apparatus work

hearing impairment

Clear visual demonstrations, written instruction cards, hand signals for key commands

physical disability

Modified take-offs from seated position, use of ramps or lower apparatus, focus on upper body flight shapes

Cross-Curricular Links

Maths

Measuring distances for jump challenges, timing sequences, counting movements in routines

Science

Forces and motion in take-off and landing, gravity effects on flight, energy transfer from run-up to jump

PSHE

Partner cooperation, giving constructive feedback, building confidence through challenge, resilience in learning new skills

Teacher Guidance

Positioning

Move around different apparatus areas, spending more time with higher apparatus work

Observation Focus

Watch for safe apparatus use, quality of flight shapes, and progression in confidence

Intervention Points

Step in if students attempting dangerous heights, correct unsafe apparatus handling immediately

Demonstration Notes

Demonstrate all activities yourself where possible, use confident students for apparatus demonstrations

Verbal Cues

•'Drive up with your arms!'
•'Soft landings, bend those knees!'
•'Hold that shape in the air!'
•'Safety first with apparatus!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 20m with clear floor space

Surface Check

Clean, dry, non-slip surface free from obstacles

Equipment Safety

Safety Checks

•Check all apparatus stability before use
•Ensure mats are properly positioned for landings
•Verify benches and tables are appropriate height for students

Risk Management

Key Risks

•Falls from apparatus
•Collision during flight activities
•Poor landing technique causing injury
•Apparatus setup/pack-away accidents

Risk Mitigation

•Progressive height building from floor to low to high apparatus
•Mandatory safety rules for apparatus handling
•Adequate matting for all landing areas
•Partner spotting and observation systems

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus work
•Monitor high-risk activities closely
•Intervene if students attempt beyond capability

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if required