🤸

Lesson 3 - Linked Flight Control

Flight Mastery: Power to Artistry

•

Year 7

•

Gymnastics

•

54 min

Big Question

How can we link different jumping and flight skills into smooth, controlled sequences that demonstrate strength and precision?

Learning Objectives

Link skills to perform actions and sequences of movement with control and precision
Land with soft knees and in strong symmetrical positions consistently
Demonstrate understanding of safe apparatus work and flight techniques

Key Outcomes

Students will create and perform a linked sequence incorporating different types of flight
Students will demonstrate controlled landings with proper technique
Students will safely use apparatus to explore flight movements including cat springs

Equipment & Resources Required

Sun Markers

1 per student + 20 extras (approximately 50 total)

Distributed around hall perimeter for warm-up, then 5 per group of 4 for swamp activity

Alternative: Bean bags, small cones, or chalk circles on the floor

Gymnastics Benches

7 benches

Positioned with adequate space around each for safety, secured properly

Alternative: Low balance beams or sturdy planks (safely supported)

Safety Mats

12-16 mats (minimum 2 per apparatus station)

Placed at landing zones, no gaps between mats, secured to prevent slipping

Alternative: Crash mats for advanced work, standard mats for basic practice

Low Obstacles for Cat Springs

8-12 items of varying heights

Start with lowest objects, progress to higher ones based on ability

Alternative: Foam blocks, low hurdles, folded mats, small boxes (max 30cm height)

Stopwatch

Visible to teacher for timing activities and apparatus setup challenges

Alternative: Mobile phone timer, wall clock with second hand

Gymnastics Mats

Varies (vaults, boxes, beams as available)

Pre-planned station setup, clear pathways marked, teacher-approved configurations only

Alternative: Combination of benches, mats and boxes if full apparatus unavailable

Key Vocabulary

Sequence

A series of movements linked together smoothly one after another

Cat spring

A springing action where hands touch down first, followed by feet, like a cat landing

Soft landing

Landing with bent knees that absorb impact silently, like a cushion

Symmetrical position

A balanced position where both sides of the body mirror each other exactly

Starting position

The ready position you begin a sequence from, showing control and preparation

Finishing position

The final held position that completes a sequence, showing you have ended with control

Change of direction

Altering the pathway of movement, such as turning, twisting or travelling a different way

Low level travelling

Moving close to the ground using actions like crawling, rolling or sliding

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 and positions in flight
Safe apparatus handling and movement skills

Current Skills

Linking multiple flight movements into sequences
Cat spring technique and application
Controlled landings in symmetrical positions
Travelling at different levels with directional changes

Next Steps

Creating more complex sequences with partner work
Advanced flight techniques including vaulting
Performing sequences to music with precise timing

Milestone Indicators

Consistently lands with soft knees and symmetrical balance

Smoothly transitions between different flight skills without pauses

Demonstrates control during take-off, flight and landing phases

Shows awareness of body position and shape throughout sequences

Key Teaching Points

Soft landings are fundamental to gymnastics safety - bent knees act as shock absorbers, reducing impact on joints and preventing injury
Symmetrical finishing positions demonstrate control - both sides of body balanced, showing the movement was intentional not accidental
Starting positions prepare the body for movement - tall posture, balanced weight, focused mind creates quality sequences
Cat spring technique requires confidence and progressive practice - hands first, hips drive upward, feet follow through, soft landing
Linking skills smoothly is more important than individual skill difficulty - flow and control matter more than impressive but disconnected movements
Apparatus safety relies on clear rules and teamwork - paired carrying, walking always, one person at a time protects everyone
Different levels and directions create interesting sequences - low travelling after high flight, forward then backward movements add variety and challenge

Common Misconceptions

Misconception: 'Good gymnastics means jumping as high as possible.' Reality: Good gymnastics means controlled movement at appropriate heights - quality over height.
Misconception: 'Landing on straight legs shows strength.' Reality: Straight-leg landings are dangerous and show poor technique - bent knees absorb force safely.
Misconception: 'Sequences should be rushed to fit more skills in.' Reality: Slower, controlled sequences with fewer skills are better than rushed sequences with many skills.
Misconception: 'Cat springs are just fancy jumps.' Reality: Cat springs require specific hand-first technique and progressive practice - they're a distinct skill.
Misconception: 'Apparatus work is about taking big risks.' Reality: Apparatus work is about progressive skill development within personal limits - smart challenges not reckless risks.
Misconception: 'Symmetrical means both arms doing the same thing.' Reality: Symmetrical means whole body balanced with both sides mirroring - feet, arms, posture all matching.
Misconception: 'Setup and pack-away is wasted PE time.' Reality: Setup and pack-away teaches teamwork, responsibility and safety awareness - essential PE skills.

SEN Adaptations

ADHD

Short focused activities with clear time limits, regular movement breaks built in, clear visual boundaries for activities, immediate specific feedback, leadership roles during apparatus setup, choice within activities where possible, use of stopwatch for concrete time awareness

dyspraxia

Larger equipment for easier control (bigger spots, balls), reduced complexity in sequences (2-3 parts instead of 4-5), extra practice time for new skills, visual and verbal cues combined, breaking skills into smaller steps, celebrate effort and improvement over perfection, non-slip equipment where possible

autism spectrum

Clear visual schedule of lesson sections displayed, preparation time before transitions, quiet zone available if overwhelmed, consistent routines for apparatus setup, advance warning of loud activities, option to observe before participating, clear structured sequences rather than open-ended exploration

visual impairment

Use bright coloured spots and equipment for contrast, provide verbal descriptions of all demonstrations, use tactile guidance for body positions, buddy system for apparatus navigation, clear verbal cues throughout activities, ensure safe pathways are memorized before activities begin

hearing impairment

Visual demonstrations for all skills, written instruction cards available, use visual signals for stop/start (flags, lights), ensure student can see teacher's face for lip-reading, provide written sequence cards, partner to relay instructions if needed

physical disability

Adapted cat springs from seated or supported positions, use of wheelchairs on adapted apparatus where possible, focus on upper body flight movements, modified leapfrog (over objects rather than people), additional adult support for transfers, celebrate all movement achievements regardless of amplitude

Cross-Curricular Links

English

Technical vocabulary development, giving and receiving peer feedback, articulating self-assessment during plenary, following complex multi-step instructions, describing movement sequences using precise language

Maths

Counting jumps in 30 seconds (data collection), timing apparatus setup (measuring time), spatial awareness and angles during direction changes, calculating distances for safe spacing

Science

Forces and motion during jumping and landing, gravity's effect on flight, kinetic and potential energy in cat springs, body systems responding to exercise (heart rate, breathing), skeletal system providing structure for landing, muscular system controlling movement

PSHE

Teamwork during swamp challenge and apparatus setup, resilience when learning difficult skills like cat springs, managing emotions when facing challenging activities, safety awareness and responsibility for self and others, celebrating individual and team successes

Teacher Guidance

Positioning

Position centrally during apparatus work for visibility of all stations. During bench activities, rotate between stations. Stand where you can see all students and access any area quickly within 3 seconds.

Observation Focus

Primary focus: landing technique (knee bend, symmetry, control). Secondary focus: sequence linking (smooth transitions, no pauses). Safety focus: spacing, apparatus use, fatigue levels. Watch for: students attempting skills beyond capability, equipment issues, signs of fear or overconfidence.

Intervention Points

Intervene immediately if: unsafe apparatus use, poor landing technique risking injury, students attempting skills without proper progression, equipment issues, signs of distress or fear. Pause activity to reinforce teaching points if: more than 30% showing common mistake, safety rules being forgotten, technique deteriorating due to fatigue.

Demonstration Notes

Demonstrate all new skills yourself or use highly competent student. Break down complex skills: cat spring shown in 3 parts (hands, hips, feet). Exaggerate key points: really bend knees for visibility. Use contrasts: show poor technique then excellent technique. Demonstrate from multiple angles so all students can see clearly. Repeat demonstrations as needed throughout lesson.

Verbal Cues

•'Soft knees!' - reminder during all landing activities
•'Hold your finish!' - to encourage clear finishing positions
•'Find space!' - when students too close together
•'Show me your ready position!' - to reset focus before attempts
•'Control over height!' - when students jumping too high/far
•'Smooth linking!' - to encourage flow between skills
•'Safety first!' - general reminder during apparatus work

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school hall (minimum 15m x 20m) with clear space around all apparatus stations. Minimum 3 metres between apparatus stations. Clear walkways for apparatus carrying.

Surface Check

Dry, non-slip floor surface free from hazards. Check for water/moisture before lesson. Ensure floor is clean and free from small objects. Mats must not slip on floor surface.

Equipment Safety

Safety Checks

•All gymnastics benches checked for stability and secure fastenings
•Mats inspected for tears, adequate padding, and proper coverage
•Cat spring objects stable and won't tip or slide
•Apparatus configurations pre-approved and match safety guidelines
•All equipment stored safely when not in use
•Spots/markers are flat and won't cause trips

Risk Management

Key Risks

•Falls from apparatus - mitigated by mats, controlled mounting, one at a time rule
•Collisions during jumping activities - mitigated by adequate spacing
•Impact injuries from poor landing technique - mitigated by progressive skill teaching
•Equipment-related injuries - mitigated by paired carrying, walk-only rule
•Overexertion/fatigue affecting technique - mitigated by monitoring and rest periods
•Hand/wrist strain during cat springs - mitigated by progressive difficulty, alternative activities for those with injuries

Risk Mitigation

•Clear boundaries and spacing established for all activities
•One student on apparatus at a time strictly enforced
•Progressive skill building from floor to low apparatus to higher apparatus
•Continuous supervision with teacher positioned for maximum visibility
•Safety rules repeated and reinforced throughout lesson
•Students taught to self-select appropriate difficulty level
•Adequate mats at all landing zones with no gaps
•Apparatus setup and pack-away protocols strictly followed
•Regular fatigue checks with mandatory rest periods
•Stop signal established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position centrally during apparatus work to see all stations
•During bench work: rotate between stations, never turn back on active apparatus
•Monitor high-risk activities closely: cat springs, apparatus mounting/dismounting
•Watch for fatigue signs: decreased control, heavy landings, loss of focus
•Ensure adequate supervision ratio during apparatus work - consider additional adult support if available
•Keep stopwatch/timing visible but maintain primary focus on student safety

Emergency Procedures

Stop signal (whistle or 'STOP' call) - all students freeze immediately. Assess situation. For injuries: appropriate first aid, send for help if needed, keep other students safe and supervised. For equipment issues: cease activity, secure area, resolve issue before continuing. Emergency contact and first aid kit locations known to teacher.