Lesson 4 - Partner Flight and Apparatus Work
Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•Start Planning Better PE Lessons
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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
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
Used for apparatus setup timing challenge
Alternative: Smartphone timer, classroom clock with second hand
Mark out lines for warm-up game and apparatus zones
Alternative: Spots, bean bags as position markers
Clear signal for stop/start and safety alerts
Alternative: Voice commands, drum for signals
Key Vocabulary
Working collaboratively with another person to create and perform gymnastic sequences
When movements are performed one after another with a time delay, like an echo
Performing movements at exactly the same time in synchronisation
The controlled movement used to get onto apparatus
The controlled movement used to leave apparatus safely
Jumping over a partner who is in a stable position, creating a flight element
When both feet leave the ground and the body is airborne
A series of movements performed in a specific order to create a routine
Equipment used in gymnastics such as benches, boxes, mats, and frames
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
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.