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Lesson 1 - Flight and Elevation Techniques

Flight Mastery: Power to Artistry

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Year 7

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Gymnastics

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1h 2min

Big Question

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

SAQ Ladders

4-6 (1 per group of 5 students)

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

Gymnastics Mats

12-15 (blue safety mats, minimum 2m x 1m)

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

Tables

2-4 (diameter approximately 80cm)

Secure legs locked in place, position with thick mats on all landing sides

Alternative: Gymnastics boxes, sturdy benches, vaulting boxes

Gymnastics Benches

6-8 (standard 3m length)

Position with hooks secured properly, mats on both sides, test stability

Alternative: Low balance beams, sturdy planks on low supports

Stopwatch

Keep accessible for timing apparatus setup and activity durations

Alternative: Smartphone timer, wall clock with second hand, digital timer

Cones

22 (for ladder alternatives and boundary markers)

Use bright colours, place to mark activity boundaries and pathways

Alternative: Bean bags, spots, floor markers

Whiteboards

Display key vocabulary and success criteria where all students can see

Alternative: Large paper sheets, projection screen for displaying vocabulary

Key Vocabulary

Take-off

The moment when the feet leave the ground to begin flight, involving a powerful push from one or both feet

Elevation

The height achieved during flight, measured from take-off to the highest point of the jump

Dynamic

Movement that is powerful, energetic and forceful, using momentum and strength

Balance

Maintaining stability and control of body position, either whilst stationary or moving

Sequence

A series of movements performed one after another in a planned order

Evaluation

Carefully observing and assessing someone's performance, identifying strengths and areas for improvement

Counter balance

Two people working together to create a balanced position where their weight counteracts each other

Flight phase

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

Visible bend and extension in take-off leg showing power generation

Body fully extended at peak of jump showing maximum elevation

Controlled landing with immediate balance recovery

Smooth transitions between different take-off and landing positions

Use of technical vocabulary when evaluating peers

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.