Lesson 1 - Flight and Elevation Techniques
Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•Start Planning Better PE Lessons
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How can we use powerful run-ups and dynamic take-offs to achieve maximum elevation and create elegant flight sequences?
Learning Objectives
- Link skills to perform actions and sequences of movement with control and precision
- Evaluate the work of others using correct technical language and constructive feedback
- Enjoy competing and challenging themselves to improve take-off and landing techniques
Key Outcomes
- Students will be able to take off from one foot and two feet with elevation from a powerful run and dynamic take-off
- Students will create sequences involving different jump shapes with controlled landings
- Students will evaluate partner performance using technical vocabulary and provide actionable feedback
Equipment & Resources Required
Lay flat on floor in warm-up area with 2 metres spacing between each ladder
Alternative: Lines of cones placed 30cm apart, chalk lines, tape markings on floor
Place under all apparatus with landing zones, overlap edges by 10cm for safety
Alternative: Crash mats, folded gym mats for extra thickness under high apparatus
Secure legs locked in place, position with thick mats on all landing sides
Alternative: Gymnastics boxes, sturdy benches, vaulting boxes
Position with hooks secured properly, mats on both sides, test stability
Alternative: Low balance beams, sturdy planks on low supports
Keep accessible for timing apparatus setup and activity durations
Alternative: Smartphone timer, wall clock with second hand, digital timer
Use bright colours, place to mark activity boundaries and pathways
Alternative: Bean bags, spots, floor markers
Display key vocabulary and success criteria where all students can see
Alternative: Large paper sheets, projection screen for displaying vocabulary
Key Vocabulary
The moment when the feet leave the ground to begin flight, involving a powerful push from one or both feet
The height achieved during flight, measured from take-off to the highest point of the jump
Movement that is powerful, energetic and forceful, using momentum and strength
Maintaining stability and control of body position, either whilst stationary or moving
A series of movements performed one after another in a planned order
Carefully observing and assessing someone's performance, identifying strengths and areas for improvement
Two people working together to create a balanced position where their weight counteracts each other
The airborne portion of a jump when no body part is in contact with the ground
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques from Key Stage 2
- Understanding of body shapes in flight (star, pencil, tuck)
- Experience working safely with basic gymnastics apparatus
- Ability to hold static balances for short periods
Current Skills
- Taking off dynamically from one and two feet
- Achieving elevation through powerful run-ups
- Creating varied jump shapes with control
- Evaluating performance using technical language
- Working safely with advanced apparatus
Next Steps
- Combining multiple flight elements into extended sequences
- Developing rotation and twisting during flight
- Creating partner synchronised flight sequences
- Performing flight sequences with apparatus transitions
Milestone Indicators
Key Teaching Points
- Powerful take-offs require deep knee bend (90 degrees) followed by explosive upward push through balls of feet
- All landings must have bent knees to absorb impact safely - never land with straight locked legs
- Clear jump shapes require full body extension at peak of flight - stretch arms, legs, fingers, toes
- Running technique for gymnastics is quiet and controlled - land on balls of feet, not heels
- Apparatus safety is non-negotiable - always walk, work in pairs, check mats, queue sensibly
- Evaluation uses technical vocabulary - take-off, elevation, dynamic, balance, sequence, flight phase
- Counter balances require equal contribution from both partners - communicate and move gradually together
Common Misconceptions
- Misconception: 'Jumping higher means landing harder.' Correction: 'With proper technique (bent knees, controlled landing), you can achieve great height and land softly. Watch this demonstration.'
- Misconception: 'I can only take off powerfully from two feet.' Correction: 'One-foot take-offs can be just as powerful - try building momentum with a run-up. That's how long jumpers compete!'
- Misconception: 'The warm-up isn't important for jumping.' Correction: 'Jumping uses explosive power from cold muscles which risks injury. Our warm-up specifically prepares the muscles we'll use most today.'
- Misconception: 'In counter balances, the stronger person does all the work.' Correction: 'Counter balances only work when both people contribute equally. It's about balance and physics, not strength.'
- Misconception: 'I need to run really fast for a good jump.' Correction: 'Control is more important than speed. A moderate, controlled run-up gives you better take-off position than sprinting out of control.'
- Misconception: 'Evaluation means pointing out what's wrong.' Correction: 'Good evaluation identifies strengths first, then one specific thing to improve. We help each other get better, not criticise.'
- Misconception: 'I can't do gymnastics because I'm not flexible.' Correction: 'Today's lesson is about power, elevation, and flight - which any body type can develop. Gymnastics has many different skills, not just flexibility.'
SEN Adaptations
ADHD
- Keep activity sections short with clear time boundaries. Provide frequent movement breaks naturally through lesson structure. Use visual and verbal cues together. Assign leadership roles during apparatus setup to channel energy positively. Offer choices within activities where possible. Provide immediate specific feedback frequently. Use stopwatch challenges to maintain engagement. Position near teacher for easier redirection when needed.
dyspraxia
- Break down skills into smallest possible steps with repeated practice. Allow extra time for skill mastery. Use larger apparatus with bigger landing areas initially. Provide physical guidance through movements if needed. Reduce sequence length - start with 2 elements rather than 3. Use visual cue cards showing body positions. Allow practice with wall support for balance activities. Celebrate small improvements frequently.
autism spectrum
- Provide visual schedule showing lesson structure and timings. Give advance warning before transitions between sections. Allow student to observe apparatus before expected to use it. Offer quiet space option if sensory overload occurs. Use consistent language and structure throughout. Provide clear, concrete success criteria. Allow extra processing time after instructions. Limit group size for counter balance work if needed.
visual impairment
- Use brightly coloured apparatus and mats for contrast. Provide detailed verbal descriptions of all demonstrations. Allow student to touch and feel apparatus layout before use. Assign sighted buddy for guidance during travel activities. Use tactile markers for start lines and boundaries. Increase verbal cues and narration throughout lesson.
hearing impairment
- Ensure student can see teacher's face during all instructions for lip-reading. Use visual demonstration as primary teaching method. Provide written instruction cards with images. Use clear hand signals for common instructions (stop, go, good). Position student at front during group teaching. Assign buddy to relay verbal instructions. Use visual timer instead of verbal time warnings.
physical disability
- Adapt take-offs to wheelchair users - push and glide as equivalent to run and jump. Use lower apparatus or floor-level alternatives. Allow jumps to be seated raises or arm movements representing shapes. Provide ramps for apparatus access if appropriate. Extend time allowances for skill practice. Allow use of walking aids if needed. Focus on upper body counter balances if lower body limitations present.
Cross-Curricular Links
English
Using technical vocabulary accurately; providing verbal feedback to partners; listening skills during instructions; articulating sequences and movement plans; evaluating performances with structured language; following multi-step instructions
Maths
Measuring distances achieved during hop-skip-jump activity; comparing distances using greater than/less than; calculating improvements between attempts; understanding angles of take-off; timing apparatus setup with stopwatch; geometry of jump shapes (angles, symmetry)
Science
Forces in action - push and pull during take-off; gravity affecting flight and landing; friction between feet and floor during running; levers in the body (bones, joints, muscles); balance and centre of gravity; energy transfer from kinetic to potential during jumps; muscle contraction and body systems during exercise (heart rate, breathing rate)
PSHE
Building trust through partner work and counter balances; developing resilience when skills are challenging; showing respect for safety rules; demonstrating sportsmanship during competition; celebrating own and others' achievements; managing emotions during challenging tasks; developing self-awareness through self-assessment
Teacher Guidance
Positioning
During warm-up: Stand at hall corner where all three circuit stations visible. During skill introduction: Centre of hall for visibility during demonstrations. During apparatus work: Circulate continuously, spending more time near high apparatus and less confident students. During cool-down: Position centrally to observe all hop-skip-jump attempts.
Observation Focus
Primary focus: Landing technique throughout lesson - bent knees, controlled balance, no wobbles. Secondary focus: Take-off quality - depth of knee bend, explosive push, appropriate foot choice. Tertiary focus: Flight phase - clear shapes, full extension, body control. Continuous monitoring: Safety awareness, spatial awareness, fatigue levels, student engagement.
Intervention Points
Immediate intervention required if: Straight-leg landings observed (injury risk), unsafe apparatus use (climbing when others present, jumping without clear landing area), rule violations during apparatus setup/pack-away, poor sportsmanship during competition, signs of over-exertion or distress. Planned interventions: Stop group mid-apparatus work to highlight excellent examples, pause during counter balance to re-teach technique if widespread errors, modify competition format if becoming too intense or negative.
Demonstration Notes
Always demonstrate slowly first, then at tempo. Use exaggerated movements to make technique clear - deeper knee bends, fuller arm swings, held balances. Narrate while demonstrating: 'Watch my knees bend... now I push up... see my star shape... controlled landing.' Use student volunteers for demonstrations whenever possible to show that skills are achievable. Demonstrate common mistakes followed by corrections to clarify expectations. Position demonstrations where all students can see clearly - use walls or apparatus as backdrop for contrast.
Verbal Cues
- •'Bend and EXPLODE!' - to cue powerful take-offs
- •'Soft knees, soft landing!' - to remind about bent knee landings
- •'Stretch every finger and toe!' - during jump shapes for full extension
- •'Check your mat!' - before apparatus jumps to ensure safety
- •'Same, different, both!' - to cue hop-skip-jump rhythm
- •'Eyes forward, not down!' - for spatial awareness during running
- •'Show me your shape!' - to encourage deliberate, clear formations in flight
- •'Quiet feet!' - to cue ball-of-foot running technique
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall minimum 20m x 15m with clear height of 5m for safe jumping from apparatus. Indoor space essential for apparatus work. Adequate perimeter space for equipment storage.
Surface Check
Clean, dry, non-slip floor surface free from dust or moisture. Check for debris or small objects that could cause slips. Ensure floor markings not causing trip hazards. Mat surfaces checked for tears or damage.
Equipment Safety
Safety Checks
- •All apparatus checked before lesson for stability - legs locked, no wobbles
- •Mats inspected for tears, adequate thickness, and proper positioning with overlapping edges
- •Ladders secured flat to floor with no lifted edges
- •Benches with hooks properly secured to supporting apparatus
- •Nesting tables at appropriate heights with legs fully extended and locked
- •No damaged equipment used - remove from hall if unsafe
- •Stopwatch accessible but not left where students could trip
Risk Management
Key Risks
- •Falls from apparatus if mounting incorrectly or taking off from unsafe positions
- •Collisions between students during travel activities or when sharing space
- •Landing injuries if knees locked straight or landing on one foot awkwardly
- •Apparatus collapse if not properly assembled or overloaded
- •Muscle strains if inadequate warm-up or attempting skills beyond capability
- •Mat gaps causing ankle rolls or trips
- •Carrying apparatus incorrectly leading to drops or trapped fingers
Risk Mitigation
- •Comprehensive warm-up preparing all muscle groups for dynamic movement
- •Clear boundaries established with cones or floor markings
- •Adequate spacing enforced - minimum 2m between students during jumping activities
- •Progressive skill building - floor work before apparatus work
- •Teacher demonstration of correct technique before student attempts
- •Apparatus safety rules taught explicitly with time penalties for violations
- •Continuous teacher circulation during apparatus work for immediate intervention
- •Mats positioned on all landing areas with overlaps secured
- •Queuing systems at apparatus to prevent overcrowding
- •Partners assigned for evaluation creating additional safety monitoring
- •Emergency procedures rehearsed - stop signal understood by all students
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of hall during warm-up for visibility of all stations
- •Circulate actively during apparatus work - never static position
- •Station yourself where high-risk apparatus (nesting tables) visible at all times
- •During performances, position to see performer and waiting students simultaneously
- •Scan continuously - identify developing hazards before incidents occur
- •Monitor fatigue levels - tired students make unsafe decisions
- •Keep apparatus storage areas in peripheral vision during setup/pack-away
Emergency Procedures
Emergency stop signal: Three short whistle blasts. All students immediately stop, lower equipment safely, and sit where they are. Teacher assesses situation. For injury: Provide appropriate first aid, send reliable student for additional help if needed. Ensure injured student not moved unless necessary. Complete accident report form. For equipment failure: Clear area immediately, mark equipment as unsafe, continue lesson with alternative apparatus if safe to do so.