Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•Distributed around practice space, minimum 3 metres apart, on mats
Alternative: Bean bags, stacked mats, partner's back (with careful supervision)
Pre-planned stations, students set up in teams with teacher supervision
Alternative: Classroom furniture if in adapted space (with risk assessment)
Carried by pairs, positioned under all apparatus and landing zones
Alternative: Crash mats for less confident students
Used by teacher to time apparatus setup and monitor activity duration
Alternative: Mobile phone timer, wall clock with second hand
Define practice areas and pathways for transitions
Alternative: Spots, chalk lines, tape markers
The variations in speed, level, force and flow that make movement interesting and expressive
The linking movements between main skills that create flow and continuity in a sequence
The lines and directions your body travels through space (straight, curved, zigzag)
When group members perform the same movement one after another, like a ripple effect
A dynamic jump over an object with hands placed on it, hips lifted high and legs tucked or straddled
A body shape with straight legs lifted, creating a 'V' shape at the hips
A wide leg position with legs apart to the sides, creating a wide 'V' or diamond shape
A turning technique where you step forward with a straight leg and sweep the arm across to lead the turn
Movement that is smooth, controlled, elegant and appears effortless
The specific vocabulary used in gymnastics to accurately describe skills, positions and qualities of movement
Understanding where pupils are coming from and where they're going
Technical vocabulary development and accurate usage. Providing structured verbal feedback with clear explanations. Listening skills during partner evaluation. Sequencing and ordering in routine construction. Descriptive language to articulate movement quality (graceful, powerful, controlled).
Angles during step and sweep turns (90-degree turns, 180-degree spins). Timing in canon sequences (2-3 second intervals, measuring duration). Counting beats and rhythms in sequences. Symmetry in body positions (pike, straddle). Spatial awareness and distance estimation.
Forces during jumps (gravity, upward thrust, friction on landing). Levers and pivots in turns (foot as pivot point, arm as lever). Energy transfer from run-up to flight. Muscles and joints used in gymnastics (quadriceps, hamstrings, core, shoulders). Heart rate changes from warm-up through cool-down.
Composition and aesthetics in sequence design. Pathways as 'drawing' patterns through space. Body shapes creating visual images (pike, straddle, tuck). Dynamics as artistic expression (tempo, intensity). Canon as a artistic device creating visual rhythm.
Teamwork and collaboration in trio work. Giving and receiving constructive feedback respectfully. Resilience when sequences don't work first time. Leadership during group composition. Celebrating others' success. Managing emotions (frustration, excitement). Risk assessment and personal safety.
Warm-up/Cool-down: central position for 360-degree visibility. Skill development: circulate between trios, spending 30-45 seconds with each group. Apparatus work: constantly mobile, prioritising stations with advanced skills (cat springs over equipment), positioning yourself with back to wall for full hall view.
Warm-up: landing control and spacing. Cat springs: hip elevation and hand placement. Transitions: step and sweep technique (straight leg, arm contact, 90-degree turn). Canon: timing intervals and quality maintenance. Apparatus: safe landings, pathway planning, creative use of equipment. Evaluation: specificity and use of technical language.
Stop immediately if: unsafe apparatus setup, collision risk in pathways, students attempting skills beyond ability without spotters, fatigue causing dangerous technique, unclear landing zones. Pause and redirect if: technical feedback is vague or unhelpful, dynamic variation not visible, canon timing inconsistent, group collaboration breaking down.
Use yourself for basic demonstrations (step and sweep, basic jumps) to ensure clarity. Select confident students for cat springs, leapfrog, and complex sequences - brief them beforehand on what to demonstrate. Use slow-motion demonstrations followed by full-speed performance. Contrast correct vs incorrect technique occasionally (exaggerate errors safely) to highlight key points. For apparatus work, demonstrate at multiple stations to ensure all students see relevant examples for their equipment.
Full sports hall or gymnasium minimum 20m x 15m. Clear height 4m+ for jumping. Apparatus area requires stations minimum 5m apart. Clear perimeter for apparatus storage and safe carrying pathways.
Dry, clean, non-slip hall floor. Check for moisture, dust or debris before lesson. Mat coverage essential for all landing areas - inspect mats for wear, tears or slipping. Apparatus must be on stable, level floor area.
STOP signal established (whistle or 'FREEZE' command) - all students stop immediately and sit. Assess situation: minor injury (first aider, student sits out with ice/support), major injury (emergency services called, students moved to safe area away from incident, lesson stopped). First aid kit accessible in hall. Nearest telephone/emergency contact point identified. At least one qualified first aider on site during lesson.
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