Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•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
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
Understanding where pupils are coming from and where they're going
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
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)
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)
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
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.
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.
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.
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.
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.
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.
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.
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.