Lesson 6 - Group Flight Sequences
Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•Start Planning Better PE Lessons
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How can we work together to create a flowing group sequence that demonstrates control, variety and artistry in flight?
Learning Objectives
- Link gymnastics skills to perform actions and sequences of movement with control and precision
- Explore and demonstrate different levels in sequences to include flight and travelling close to the ground
- Work collaboratively to create group sequences using canon and unison
Key Outcomes
- Students will perform linked sequences showing variety in levels and pathways
- Students will demonstrate safe and controlled flight movements including leapfrogs and cat springs
- Students will work effectively in groups to choreograph, refine and perform sequences
Equipment & Resources Required
Initially distributed one per student in personal space, then collected for group challenges
Alternative: Bean bags, small cones, chalk crosses on floor
Stored at mat station, carried by two students to apparatus areas
Alternative: Crash mats for higher apparatus
Used to time warm-up activities and apparatus setup
Alternative: Smartphone timer, wall clock with second hand
Placed at storage area for students to reference during setup
Alternative: Laminated diagrams showing apparatus arrangement
Key Vocabulary
A series of linked movements performed by multiple people working together
The routes and directions you travel through space (straight, curved, zigzag)
When group members perform the same movement one after another, like a Mexican wave
When all group members perform the same movement at exactly the same time
When both feet leave the ground and you are airborne
A vaulting jump over a partner who is in a low position
A jump from hands and feet with an arched back, springing forwards or sideways
Body shape where knees are drawn tightly to chest
Body shape where legs are spread wide apart to the sides
Body shape where you bend at the hips with straight legs
Body shape where the whole body is stretched long and straight
Moving smoothly and elegantly with control
Having complete command over your body movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques from previous lessons
- Understanding of body shapes (tuck, straddle, pike, pencil)
- Experience with individual flight movements
- Basic apparatus safety and handling skills
Current Skills
- Linking multiple flight movements into sequences
- Working collaboratively to create group sequences
- Using pathways and levels to create variety
- Performing in canon and unison
- Demonstrating leapfrogs and cat springs safely
Next Steps
- Creating advanced group sequences with complex partner work
- Incorporating apparatus work into performance sequences
- Developing personal gymnastic style and artistry
- Leading warm-ups and peer teaching
Milestone Indicators
Key Teaching Points
- Safety is paramount, especially during leapfrog (hand placement on upper back only, stable low base) and apparatus work (carrying, setup, use)
- Canon means one after another with clear gaps; unison means all together at the same moment - use clear demonstrations to establish difference
- All sequences must have clear starting and finishing positions held for 3 seconds - this frames the performance and shows control
- Flight movements require soft controlled landings with bent knees acting as shock absorbers - reinforce throughout lesson
- Group sequences require communication, compromise and cooperation - facilitate this through structured planning time and teacher prompts
- Variety in pathways (straight, curved, zigzag) and levels (high, medium, low) creates more interesting sequences - encourage creativity
- Peer feedback must be specific and constructive, referring to success criteria - model this language throughout
Common Misconceptions
- Misconception: Sequences are just random movements put together. Reality: Sequences are carefully planned with smooth transitions, variety in dynamics, and clear structure (beginning, middle, end).
- Misconception: In leapfrog, you can place hands anywhere on partner's back. Reality: Hands must be placed specifically on upper back between shoulder blades - never neck or lower back due to injury risk.
- Misconception: Canon and unison are the same thing. Reality: Canon is sequential (one after another), unison is simultaneous (all together). Use Mexican wave analogy for canon.
- Misconception: Faster apparatus setup is better. Reality: Safe, controlled apparatus setup following all rules is better - speed comes naturally from following procedures correctly.
- Misconception: Flight means jumping as high as possible. Reality: Flight means controlled airborne movement with good technique, safe landing, and appropriate height for the skill and context.
- Misconception: Only the 'best' gymnasts should perform to the class. Reality: All students have something to share and learn from, and watching varied performances helps everyone understand success criteria.
- Misconception: Peer feedback should focus on what went wrong. Reality: Effective peer feedback starts with specific positives, then offers one constructive suggestion for improvement.
SEN Adaptations
ADHD
- Short activity bursts with clear timings (use visual timer). Clear boundaries for all activities. Regular movement breaks built into lesson. Immediate feedback and praise for on-task behaviour. Clear visual reminders of expectations. Choice within activities where possible. Leadership roles in group work. Hands-on learning throughout.
dyspraxia
- Break down complex skills into smaller steps with practice time for each. Larger equipment for better control. Slower demonstration pace. Visual cue cards for sequence order. Extra practice time on individual skills before sequencing. Buddy support for apparatus work. Focus on personal improvement rather than comparison. Modified balance requirements.
autism spectrum
- Visual schedule showing lesson structure and timings. Clear routine for apparatus setup. Advance warning of transitions. Quiet zone available if needed. Clear explicit instructions with step-by-step breakdown. Predictable group membership. Written checklist for sequence requirements. Reduced sensory input (dimmed lights, quieter environment) if possible.
visual impairment
- Use bright-coloured spots for visibility. Provide verbal descriptions of all demonstrations. Buddy system for apparatus setup and sequence work. Tactile guidance for body shape positions. Braille or large-print station cards if available. Clear verbal cues for all transitions.
hearing impairment
- Ensure student can see teacher for demonstrations. Use visual signals for starting/stopping (hand signals, lights). Written instructions on board for sequence requirements. Visual station cards for apparatus setup. Buddy interpreter if needed. Face student when giving instructions for lip-reading.
physical disability
- Adapt flight movements to seated or supported versions. Modify leapfrog to stepping over low base or alternative activity. Adapted apparatus (lower height, additional support). Sequence requirements modified to focus on achievable skills. Use of wheelchair as apparatus in creative ways. Additional equipment: wedges, support blocks. Peer support for physical assistance where appropriate.
Cross-Curricular Links
English
Technical vocabulary development (canon, unison, pathway, flight, etc.). Communication skills during group planning and feedback. Descriptive language when giving peer feedback. Listening skills when receiving instructions and feedback. Performance skills (presenting sequences to audience).
Maths
Spatial awareness and geometry through pathways (straight, curved, zigzag lines). Timing and rhythm in sequences (counting beats, 3-second holds). Problem-solving in swamp crossing challenge (optimal spacing of spots). Angles of body positions in different shapes. Symmetry and asymmetry in group formations.
Science
Forces during flight (gravity, upward force from push). Balance and centre of gravity in body shapes and positions. Momentum and rhythm during jumping. Levers and fulcrums in leapfrog technique. Muscle groups used in gymnastics movements. Heart rate elevation during exercise and cool-down recovery. Flexibility and range of motion in different shapes.
Art
Choreography and composition in sequence creation. Aesthetic awareness (grace, control, artistry). Creating visual effects through body shapes and pathways. Contrast between stillness and movement. Group composition and spatial relationships.
Geography
Directions and spatial awareness. Mapping movements through space. Pathways as routes through environment. Using space efficiently in apparatus setup.
PSHE
Teamwork and cooperation in groups of four. Leadership and followership in group work. Resilience when sequences don't work first time. Giving and receiving constructive feedback. Honesty in self-assessment. Confidence building through performance. Respecting others' efforts and achievements. Managing emotions during challenging tasks.
Teacher Guidance
Positioning
During warm-up: front/centre for demonstrations, then circulate for observation. During skill introduction: front/centre with clear sightlines for all students. During floor sequences: circulate between groups spending 30-60 seconds with each. During apparatus work: constant movement between stations with scanning of all areas even while working with one group. During cool-down: front/centre for shapes, central position for leapfrog monitoring, seated level for reflection circle.
Observation Focus
Warm-up: landing technique (bent knees, control), rhythm maintenance, teamwork. Skill introduction: understanding of concepts (canon/unison), safe technique (leapfrog hand placement), clear shape formation. Floor sequences: inclusion of required elements, safe technique, group cooperation, creativity. Apparatus work: safety compliance (setup and performance), technique quality on apparatus, group dynamics, risk-appropriate challenges. Cool-down: shape accuracy, safe leapfrog technique, honest reflection.
Intervention Points
Immediate intervention: any unsafe practice (especially leapfrog hand placement, apparatus mounting), dangerous apparatus setup, students attempting skills beyond capability, safety rules being broken during apparatus setup. Prompt intervention: groups stuck in planning phase, one person dominating group, sequences missing required elements, poor landing technique, inadequate spacing. Later intervention: sequences lacking creativity, feedback too vague, low engagement from individual students.
Demonstration Notes
Use student demonstrations wherever possible to build confidence and ownership. When demonstrating yourself: exaggerate key technical points for visibility, use slow-motion and full-speed versions, provide verbal narration during demonstration, show from multiple angles for complex skills. For leapfrog: demonstrate with appropriately-sized partner, emphasise safety aspects, show incorrect version then correct version. For canon/unison: use three volunteers to make difference visually clear. For body shapes: show clear extremes to help students understand positions.
Verbal Cues
- •'Soft landings - bend those knees!'
- •'Find a steady rhythm you can maintain'
- •'Hands on upper back only - between the shoulder blades'
- •'Hold your starting position... 3, 2, 1, go!'
- •'Canon means one after another - clear gaps!'
- •'Walk don't run with apparatus'
- •'Show me high level... medium level... low level'
- •'Keep going even if you make a mistake!'
- •'All eyes on the performers please'
- •'Be specific in your feedback - what exactly did they do well?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full school hall (minimum 15m x 10m for class of 30). Clear space around apparatus stations (minimum 2m between stations). Adequate ceiling height for jumping and apparatus work (minimum 3.5m).
Surface Check
Clean, dry, non-slip hall floor free from splinters or debris. Mats checked for damage, tears or exposed foam. Apparatus checked for stability and damage before use. No trip hazards in working areas.
Equipment Safety
Safety Checks
- •All apparatus checked and maintained regularly according to manufacturer guidelines
- •Mats positioned appropriately around all apparatus before use
- •Floor spots lying flat to prevent tripping during warm-up
- •Apparatus secured and stable before students use it
- •No damaged equipment used (report and remove from circulation)
- •Appropriate apparatus height for Year 7 students
Risk Management
Key Risks
- •Collisions between students during jumping activities and group work
- •Falls from apparatus during sequence work
- •Impact injuries during leapfrog if poor technique or unsuitable partner pairing
- •Trapped fingers or toes during apparatus setup/pack-away
- •Strains from inappropriate techniques during flight movements
- •Collisions during apparatus setup if students rushing
Risk Mitigation
- •Clear boundaries and adequate spacing established for all activities
- •Progressive skill building from floor to apparatus
- •Intensive teacher supervision during apparatus work
- •Clear safety rules for leapfrog (hand placement, stable base, size-appropriate pairing)
- •Controlled apparatus setup procedures with clear rules and timing
- •Mats positioned around all apparatus before use
- •Two-person carrying for all heavy apparatus
- •Immediate intervention for any unsafe practice
- •Appropriate challenges for Year 7 ability levels
- •Differentiation allows students to work at safe skill levels
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during warm-up activities
- •Circulate continuously during floor sequence work
- •Monitor apparatus setup from central position with visibility of all stations
- •Intensive circulation during apparatus sequence work
- •Heightened vigilance during leapfrog activities
- •Position to observe both performers and audience during demonstrations
Emergency Procedures
Stop signal established and practiced. If injury occurs: stop all activity immediately, assess student, provide appropriate first aid, send for additional help if needed, ensure rest of class supervised safely, complete incident report. Emergency contact information and first aid kit accessible. Staff trained in basic first aid present.