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Lesson 4 - Partner Flight and Apparatus Work

Flight Mastery: Power to Artistry

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Year 7

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Gymnastics

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Big Question

How can working with a partner enhance your gymnastic sequences and develop trust in physical activity?

Learning Objectives

To develop imaginative mounting and dismounting techniques on apparatus with control
To create and refine partner sequences incorporating elements of flight
To challenge yourself through competition and personal improvement in gymnastics

Key Outcomes

Students will safely mount and dismount various apparatus using imaginative techniques
Students will create partner sequences combining flight elements with other gymnastic movements
Students will demonstrate self-assessment skills and identify areas for personal improvement

Equipment & Resources Required

Gymnastics Mats

4 benches, 3 boxes, 2 wall frames, 1 vault

Place mats around apparatus and flight zones, ensure no gaps between mats in landing areas

Alternative: Crash mats for flight areas, yoga mats for individual work

Stopwatch

Used for apparatus setup timing challenge

Alternative: Smartphone timer, classroom clock with second hand

Cones

20 cones

Mark out lines for warm-up game and apparatus zones

Alternative: Spots, bean bags as position markers

Whistles

Clear signal for stop/start and safety alerts

Alternative: Voice commands, drum for signals

Key Vocabulary

Partner work

Working collaboratively with another person to create and perform gymnastic sequences

Canon

When movements are performed one after another with a time delay, like an echo

Unison

Performing movements at exactly the same time in synchronisation

Mount

The controlled movement used to get onto apparatus

Dismount

The controlled movement used to leave apparatus safely

Leapfrogging

Jumping over a partner who is in a stable position, creating a flight element

Flight

When both feet leave the ground and the body is airborne

Sequence

A series of movements performed in a specific order to create a routine

Apparatus

Equipment used in gymnastics such as benches, boxes, mats, and frames

Controlled

Movements performed with precision, showing body tension and awareness throughout

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gymnastic movements including rolls, balances, and jumps
Understanding of body tension and control
Experience working individually on apparatus
Awareness of safe landing techniques

Current Skills

Partner flight sequences with leapfrogging
Imaginative mounting and dismounting on apparatus
Combining flight with other gymnastic elements
Canon and unison timing in partner work

Next Steps

Complex group sequences involving multiple flight elements
Advanced apparatus combinations and transitions
Creating extended routines with varied dynamics
Teaching and coaching partner sequences to others

Milestone Indicators

Smooth transitions between flight and floor movements

Precise timing in partner work showing synchronisation

Controlled landings from apparatus at various heights

Creative use of space and levels in sequences

Key Teaching Points

Safety is paramount - particularly head-tucked position in partner work and controlled landings throughout
Flight requires explosive power (deep knee bend) and controlled landing (bent knees, stable core)
Partner work demands communication, trust, and mutual support - both students must be ready and willing
Apparatus work should show imagination (variety of approaches) AND control (precision throughout)
Canon and unison are timing concepts that add sophistication to sequences
Self-assessment and peer feedback develop metacognitive skills - encourage honesty and specificity
Challenge is where growth happens - encourage students to push boundaries within safety limits

Common Misconceptions

MISCONCEPTION: Leapfrog is safe with head up. CORRECTION: Head must be tucked for safety - demonstrate why with anatomical explanation of neck vulnerability.
MISCONCEPTION: Flight is just jumping. CORRECTION: Flight has specific phases - takeoff, airborne, landing - each requiring technique and control.
MISCONCEPTION: More movements in a sequence means better. CORRECTION: Quality over quantity - controlled, flowing sequences with 3-4 elements are superior to rushed 6+ element sequences.
MISCONCEPTION: Canon means moving slowly. CORRECTION: Canon is about timing (one after another), not speed - you can have fast canon or slow canon.
MISCONCEPTION: Apparatus work is about going high. CORRECTION: Apparatus work is about control, imagination, and variety - not just height or difficulty.
MISCONCEPTION: Self-assessment should always be positive. CORRECTION: Honest self-assessment identifies areas for growth - sometimes recognising 'I didn't challenge myself today' is the most valuable learning.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement (lesson structure supports this). Clear boundaries with visual markers. Frequent positive reinforcement and immediate feedback. Leadership roles to channel energy positively. Movement breaks built into lesson (natural in PE). Clear, concise instructions repeated as needed. Apparatus work provides novel stimulation.

dyspraxia

Extended practice time for motor skill development. Breaking skills into smaller, manageable steps with progressive building. Use of larger, lighter equipment where helpful. Reduce complexity - fewer sequence elements, simpler apparatus. Consistent verbal cues to support motor planning. Positive reinforcement for effort and small improvements. Partner support for coordination challenges. Focus on personal progress not peer comparison.

autism spectrum

Provide visual schedule of lesson structure at start. Consistent apparatus layout and routines. Clear, literal instructions avoiding ambiguous language. Quiet zones available if sensory overload occurs. Warnings before loud noises or transitions. Clear expectations for partner work with social scripts if needed. Choice in activities where possible to increase control/comfort.

visual impairment

Use brightly coloured apparatus and mats with high contrast. Provide verbal descriptions of all demonstrations with explicit spatial information. Buddy system with sighted peer for apparatus navigation. Use tactile markers (textured tape) on apparatus for mounting points. Ensure bright, even lighting throughout hall. Provide additional physical guidance during new skills.

hearing impairment

Visual demonstrations of all skills with exaggerated movements. Written/pictorial apparatus setup instructions at each station. Use visual signals (hand signals, lights) for stop/start instead of whistle where possible. Face student when giving instructions for lip-reading opportunity. Provide written key vocabulary list with images. Buddy system for instruction clarification.

physical disability

Adapted apparatus work - use floor-level equipment or adapted heights. Wheelchair users can work on upper body sequences and adapted flight movements (throwing/catching with flight element). Seated leapfrog alternatives using arms to vault over low objects. Partner work adapted for physical support. Focus on personal progress not comparative performance. Extended time for movements and transitions.

Cross-Curricular Links

English

Speaking and listening skills during peer feedback and discussion. Using subject-specific vocabulary accurately (canon, unison, mount, dismount). Following and giving instructions during apparatus setup. Presenting demonstrations and explanations to class. Non-verbal communication awareness during grouping game.

Maths

Measuring distances in hop, skip, jump challenge - estimating, comparing, recording measurements. Timing apparatus setup/pack-away - understanding seconds and minutes, calculating improvement. Counting repetitions and sequences. Understanding angles and body positions (90-degree knee bends, 180-degree turns). Spatial awareness - calculating clearances and distances for safety.

Science

Forces in action - push, pull during leapfrogging and apparatus work. Gravity and flight - understanding projectile motion in jumps. Friction between hands and apparatus for grip. Body systems - cardiovascular response during warm-up (increased heart rate), muscular system engagement (arm strength, core strength, leg power). Levers - understanding body as lever system in vaults and mounts. Energy transfer - kinetic to potential energy in flight phases.

Computing

Recording and analysing performance data (distances, times, attempts). Using video (if available) to review and improve technique. Understanding sequences as algorithms - step-by-step instructions to achieve outcome. Pattern recognition in movement sequences.

PSHE

Building healthy relationships through partner work and cooperation. Resilience and growth mindset when facing challenging skills. Self-awareness through honest self-assessment. Managing emotions in competitive situations. Leadership opportunities during apparatus work and peer teaching. Respect and inclusivity during non-verbal communication and team challenges. Setting personal goals for improvement.

Teacher Guidance

Positioning

During warm-up: central position with view of all pairs. During skill work: perimeter movement to observe all pairs from multiple angles. During apparatus: rotate between stations, spending more time at higher/complex apparatus. During cool-down: central position for demonstrations and visibility.

Observation Focus

Warm-up: explosive power, all-fours technique, competitive responses. Partner sequences: head tucked position (safety critical), clearance in leapfrogs, creative combinations, canon/unison understanding. Apparatus: mount/dismount control, variety of approaches, work at different levels/directions, safe practices. Cool-down: landing technique, partner support, self-assessment honesty.

Intervention Points

Immediate intervention: unsafe partner work (head up), dangerous apparatus use, rule violations during setup/pack-away, aggressive/excluding behaviours. Planned intervention: students struggling with technique (demo/physical support), low engagement (challenge/encourage), over-ambitious attempts (redirect to progressions), excellent work (public modelling for others).

Demonstration Notes

Always demonstrate with a competent, confident student when possible to show peer achievement. Exaggerate key teaching points for visibility - deep knee bends, high arms, pointed toes. Use slow-motion demonstrations for complex skills, then full-speed. Demonstrate common mistakes deliberately then show correction. Use think-aloud protocol: say what you're thinking/feeling as you demonstrate to make invisible thinking visible. For apparatus, demonstrate on each type to show adaptation of techniques.

Verbal Cues

•During leapfrog: 'Say: Heads down, stay strong!'
•During apparatus mounting: 'Say: Control from start to finish!'
•During dismounts: 'Say: Bend those knees, soft landing!'
•During sequences: 'Say: Smooth transitions, flow!'
•During peer feedback: 'Say: Be specific, be kind, be helpful!'
•During challenges: 'Say: Technique first, distance second!'
•During reflections: 'Say: Be honest, growth needs truth!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (sports hall) minimum 20m x 15m. Sufficient ceiling height for apparatus work (minimum 4m). Clear perimeter with safe distance from walls (3m minimum). Space for 5-6 apparatus stations with 3-4m clearance around each.

Surface Check

Clean, dry, non-slip sports hall floor. Check for any water spills or debris before lesson. Ensure floor markings are not creating slip hazards. Mats inspected for wear, tears, or insufficient padding before use. All mats placed with no gaps in landing zones.

Equipment Safety

Safety Checks

•All apparatus inspected before lesson for stability and damage
•Benches checked for splinters and secure feet
•Boxes inspected for stable construction and no loose panels
•Wall frames/bars checked for secure attachment and no sharp edges
•Vault inspected for stability and height appropriately set
•Mats checked for adequate thickness in high-impact landing zones
•Cones have no sharp edges or cracks
•All equipment stored safely when not in use

Risk Management

Key Risks

•Collisions during warm-up game - pairs too close together
•Falls from apparatus during mounting/dismounting
•Impact injuries from poor landing technique
•Wrist/arm strain from cat spring/bunny hop movements
•Partner work injuries - base partner head up or active partner landing on base
•Apparatus collapse if not set up correctly
•Crushing injuries during apparatus handling if safety rules not followed
•Overexertion in competitive challenges leading to injury

Risk Mitigation

•Clear spacing enforced during all activities - minimum 3m between pairs/groups
•Apparatus rules taught explicitly and reinforced with zero tolerance for violations
•Progressive skill building - sideways leapfrog before over-leapfrog, low apparatus before high
•Continuous monitoring of base partner head position during partner work
•Mats mandatory in all landing zones with regular checks for gaps
•Apparatus setup supervised with stopwatch challenge motivating care not speed
•Student numbers matched to apparatus capacity to prevent overcrowding
•Competition structured to maintain technique focus over pure performance
•Whistle stop signals established and practiced for immediate cessation if needed

Supervision & Emergency Procedures

Supervision Points

•Position with full visual of hall during warm-up to monitor all pairs
•Move around perimeter during apparatus work to observe all stations
•Focus on partner work during leapfrogging - head position is critical
•Station yourself near highest/most challenging apparatus pieces
•Monitor apparatus setup process closely - intervene immediately for unsafe practices
•Watch landing zones during flight activities to ensure controlled technique
•Have TA (if available) positioned at opposite end of hall for dual supervision

Emergency Procedures

Whistle = immediate stop, all students freeze. Assess injury severity: minor - first aid kit and continue; moderate - student sits out with ice/support, monitor; serious - stop lesson, call for medical support, reassure student, keep others calm and occupied. Incident report completed for all injuries. If apparatus-related, remove that piece from use immediately and tag for maintenance inspection.