Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•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
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
Understanding where pupils are coming from and where they're going
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).
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.
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.
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.
Directions and spatial awareness. Mapping movements through space. Pathways as routes through environment. Using space efficiently in apparatus setup.
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.
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.
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.
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.
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.
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).
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.
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.
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