Lesson 2 - Take-Off Techniques
Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•Start Planning Better PE Lessons
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How can changing your take-off technique transform the shapes you create in flight?
Learning Objectives
- To develop competence in taking off from one foot and two feet with control
- To create and refine a variety of flight shapes demonstrating good body tension
- To evaluate partner performances using correct technical language and specific observation criteria
Key Outcomes
- Students will perform controlled take-offs from one and two feet with appropriate shapes in flight
- Students will provide specific, technical feedback to partners that improves performance
- Students will link multiple jumps and flight shapes into a flowing sequence on apparatus
Equipment & Resources Required
Distributed around apparatus stations with adequate overlap for safe landing zones
Alternative: Crash mats for higher jumps, or layered thin mats for additional safety
Secured with mats underneath and around, positioned with adequate spacing between stations
Alternative: Low boxes or stepped platforms of similar height
Set at varied heights for differentiation, positioned in skill development area and return pathways
Alternative: Cones with foam bars, skipping ropes stretched between cones
For timing apparatus setup challenge and activity durations
Alternative: Smartphone timer, wall clock with second hand
Placed at apparatus stations showing key flight shapes and evaluation criteria
Alternative: Whiteboard diagrams, visual posters on walls
Key Vocabulary
The phase when both feet are off the ground during a jump or leap
The moment when feet leave the ground, can be from one foot or two feet
A flight shape where legs are straight and together, reaching towards toes with a folded body
A compact flight shape where knees are brought to chest with body curled
A flight shape with legs spread wide apart, can be forwards or sideways
A flight shape with arms and legs spread wide to create an X-shape
Controlled muscle engagement that creates clear, defined shapes
A shape or movement where the two sides of the body are different
A sequence of steps used in the approach run before take-off
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing with bent knees
- Understanding of personal space and safe movement around apparatus
- Recognition of basic body shapes (straight, tucked, wide)
Current Skills
- Controlled take-off from one foot and two feet
- Creating defined flight shapes (pike, tuck, straddle, star)
- Using technical vocabulary to evaluate performance
- Linking movements into sequences on apparatus
Next Steps
- Complex rotational movements in flight
- Partner and group synchronised sequences
- Creating themed flight sequences with narrative
- Advanced apparatus work with vaulting techniques
Milestone Indicators
Key Teaching Points
- Clear differentiation between one-foot take-off (like leaping, for momentum and distance) and two-foot take-off (like jumping, for power and height) - demonstrate and verbalize the difference
- Body tension is essential for defined flight shapes - reinforce 'tight bodies' not 'floppy shapes' with visual demonstrations showing contrast
- Safe landing technique ALWAYS: bent knees acting like springs to absorb impact, landing on two feet for stability, arms out for balance control
- Technical vocabulary must be modelled and reinforced constantly - pike (straight legs, folded body), tuck (knees to chest), straddle (wide legs), star (extended), asymmetric (different sides), body tension
- Partner evaluation should be specific and actionable - not 'good job' but 'your pike shape had straight legs and good body tension, next time try to hold it longer in the flight phase'
- Progression from floor to apparatus is essential - master skills on ground before applying on equipment, low apparatus before high apparatus
- Spatial awareness is a safety priority - constant reinforcement of 3-4 metre spacing, checking landing areas before backwards jumps, awareness of others' positions
Common Misconceptions
- Misconception: 'Higher jumps are always better' - Correction: Height should match control capability; quality of shape and landing more important than height achieved. Teach: 'Jump as high as YOU can control safely, not as high as possible'
- Misconception: 'Feedback means finding faults' - Correction: Good evaluation includes recognising strengths AND areas for improvement. Teach: 'First tell your partner what was brilliant, then suggest one thing to make it even better'
- Misconception: 'One-foot and two-foot take-offs are interchangeable' - Correction: Each serves different purposes - one-foot for distance/direction, two-foot for height/power. Teach: 'Choose your take-off based on what you're trying to achieve in your jump'
- Misconception: 'Stiff bodies create better shapes' - Correction: Body tension (controlled muscle engagement) is different from rigidity. Teach: 'Controlled tight muscles, but still able to breathe and adjust - not completely rigid like a statue'
- Misconception: 'Landing on one foot is acceptable if that's how you took off' - Correction: Unless performing specific advanced skills, landing should ALWAYS be two-footed for safety. Teach: 'Take off from one or two feet, but ALWAYS land on two feet for control and safety'
- Misconception: 'Backwards jumping is just jumping backwards' - Correction: Requires checking landing area first, spatial awareness, and different take-off mechanics. Teach: 'Look over your shoulder first, know exactly where you'll land, then attempt the backwards jump - safety before trying the skill'
- Misconception: 'Asymmetric means unbalanced or wonky' - Correction: Asymmetric is intentional difference between body sides, still requires control and balance. Teach: 'Asymmetric means different on purpose - one arm up, one down, but still controlled and balanced, not falling over'
SEN Adaptations
ADHD
- Short activity chunks with clear start/end - maximum 3-4 minutes per activity before change. Clear boundaries and expectations - visual floor markers for spaces, explicit behaviour rules. Regular specific feedback - positive reinforcement every 1-2 minutes for on-task behaviour. Active roles throughout - no long listening/waiting periods. Movement breaks built in - this lesson structure suits ADHD needs well. Simplified instructions - one or two steps at a time, not long sequences. Visual reminder cards of expectations. Provide leadership opportunities - demonstrating, coaching others channels energy positively.
dyspraxia
- Larger, softer equipment to reduce fine motor demands - bigger balls, thicker mats for confidence. Reduced movement complexity - fewer steps in sequences, simpler shapes initially. Extra practice time - additional repetitions to develop motor patterns. Breakdown skills into smaller steps - practise take-off separately from shape separately from landing. Visual and verbal cues combined - show AND tell. Reduce speed requirements - slow-motion practice acceptable. Alternative recording - video rather than written evaluation if writing coordination difficult. Celebrate effort and progress not just outcome - motor learning takes longer. Consistent supportive partner who understands needs.
autism spectrum
- Clear visual schedule showing lesson sequence - warm up, skills, apparatus, cool down with pictures. Predictable routine established - same structure each lesson. Quiet zone available if sensory overload occurs - designated calm area with mat. Advanced warning of transitions - '2 minutes until we change activity'. Social stories about apparatus work and performance expectations. Reduce unpredictability - pre-teach activities before lesson if possible. Visual success criteria cards showing expectations. Choice within structure - select from 2-3 apparatus stations or shapes. Sensory considerations - allow ear defenders if hall acoustics overwhelming.
visual impairment
- Use bright coloured apparatus and mats for contrast. Provide tactile markers on apparatus - textured tape at take-off/landing zones. Verbal descriptions throughout - narrate all demonstrations and activities. Buddy system with sighted partner for spatial guidance. Allow exploration of apparatus by touch before activity. Reduce visual complexity - simpler apparatus setups with clear pathways. Audio cues for timing - claps or sounds to indicate when to take off or land.
hearing impairment
- Visual demonstration essential for all instructions - demonstrate every activity clearly. Use visual signals for stop/start - raised hand for freeze, thumbs up for go. Written instruction cards at apparatus stations with diagrams. Position student where they can see teacher's face for lip-reading. Ensure eye contact before giving individual instructions. Buddy interpreter if signing required. Visual cues for rhythm - teacher shows stepping patterns visually not just verbally.
physical disability
- Adapted apparatus heights - lower benches, boxes, platforms to accessible levels. Modified take-offs - stepping up instead of jumping, seated jumps from wheelchair. Upper body shape creation if lower body limitations - focus on arm and torso positions. Supported landings - adult or peer physical support, thicker crash mats. Alternative activities - rolling shapes, seated spins, wheelchair flight paths (pushing fast then lifting wheels). Powered wheelchair users can create movement sequences with speed and direction changes. Peer support roles - evaluator, demonstrator, equipment manager if participation limited.
Cross-Curricular Links
English
Technical vocabulary development and usage in context. Descriptive language for movement qualities. Verbal feedback and evaluation skills - constructive communication. Listening skills for instructions and feedback. Presentation skills during performances and demonstrations.
Maths
Angles and degrees during rotational movements - quarter turn (90°), half turn (180°), full turn (360°). Counting and timing - stepping patterns, balance holds. Spatial reasoning - apparatus layouts, distances, group formations. Symmetry and asymmetry concepts - shape creation and analysis. Measurement - heights of apparatus, distances of jumps.
Science
Forces in action - gravity, air resistance during flight phase. Levers and fulcrums - take-off mechanics, how body position affects jump height. Energy transfer - converting running momentum to upward lift. Friction - between feet and surfaces affecting take-off and landing. Human body systems - muscles used in jumping, cardiovascular response to exercise. Newton's Laws - action/reaction in take-offs, momentum in flight.
Art & Design
Body as artistic medium - creating shapes with aesthetic quality. Composition of sequences - beginning, middle, end structure. Asymmetry and balance in visual design applied to body shapes. Performance as creative expression - personal style and interpretation. Observation and replication skills through mirroring activity.
PSHE
Teamwork and cooperation during apparatus work and partner tasks. Resilience when facing challenging skills or techniques. Managing emotions - performance nerves, frustration with difficulty. Trust and responsibility in partner work - safety depends on cooperation. Self-awareness through reflection and self-assessment. Respect for others during evaluation and audience roles. Goal-setting and self-improvement focus.
Teacher Guidance
Positioning
During whole-class instruction position centrally where all students can see and hear clearly. During partner work circulate continuously, visiting each pair multiple times to observe and coach. During apparatus work rotate between all groups systematically - maximum 30 seconds per station before moving to next. Position in corners or central points where multiple groups are visible simultaneously when possible.
Observation Focus
Watch for: Safe take-off and landing technique - bent knees, controlled balance, appropriate surface. Flight shapes with body tension - clear definition not floppy movements. Quality of partner evaluation - listen for technical vocabulary and specific feedback. Apparatus safety - stable equipment, appropriate use, no risky behaviours. Spatial awareness - students maintaining safe distances, awareness of others. Signs of fatigue - deteriorating technique, reduced control, need for rest. Inclusion - all students participating, confidence levels, need for additional support or challenge.
Intervention Points
Intervene immediately if: Unsafe behaviours observed - incorrect carrying, unstable apparatus, collisions likely. Technique significantly deteriorating - sign of fatigue, provide rest. Students attempting skills beyond current capability - reduce challenge level. Equipment malfunction or instability - stop use immediately and rectify. Negative social interactions - lack of inclusion, unkind feedback, conflicts. Medical concerns - pain, dizziness, injury signs. Non-participation - identify barriers and adapt accordingly.
Demonstration Notes
Always demonstrate new skills yourself or use confident, competent student. Exaggerate key teaching points for visibility - very bent knees, very wide straddle, very clear shapes. Show common mistakes vs correct technique for contrast - helps visual learners identify errors. Use slow-motion demonstrations for complex skills to show each phase clearly. Demonstrate from multiple angles when needed - front view, side view for complete understanding. Involve students in demonstrations to build confidence and provide models at peer level. Narrate during demonstrations - 'Watch my knees bend, see my arms extend, now I'm holding the shape' - commentary enhances visual learning.
Verbal Cues
- •'Soft landings - bend those knees like springs!' - reinforce landing technique
- •'Tight bodies - show me tension in your shapes!' - encourage body control
- •'Eyes forward, not down - trust your body!' - build confidence
- •'Freeze! Everyone looking at me' - instant attention for safety or teaching
- •'What shape do you see? Name it using our vocabulary!' - prompt technical language
- •'Check your space - 3-4 metres from others' - reinforce spacing
- •'Powerful take-off, controlled landing!' - rhythm and technique reminder
- •'Tell your partner ONE specific thing to improve' - focused feedback
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 20m x 15m with clear height of 4 metres for safe flight work. Adequate spacing between apparatus stations - minimum 4 metres separation to prevent inter-group collisions. Clear perimeter space of 2 metres from walls.
Surface Check
Dry, clean, non-slip hall floor surface free from any moisture, debris or obstacles. Check for any damaged floor areas that could cause trips. Ensure adequate matting thickness - minimum 30mm for landing zones, 50mm+ for higher apparatus work.
Equipment Safety
Safety Checks
- •All benches checked for stability - no wobbling or loose components
- •Boxes and platforms inspected for secure construction and no protruding elements
- •Jumping bars lightweight and breakaway design - must not cause injury if struck
- •Mats adequate thickness (30-50mm) with no tears or exposed foam, overlap adequately with no gaps
- •All apparatus tested by teacher before student use - physically check stability
- •Weight limits observed - no more than recommended number of students on apparatus simultaneously
Risk Management
Key Risks
- •Collisions during leapfrog activity - inadequate spacing or approach from incorrect angle
- •Falls from apparatus - insufficient matting, loss of control, or inappropriate height for ability
- •Impact injuries from jumping - poor landing technique or inadequate surface protection
- •Strains and sprains - inadequate warm-up, fatigue, or attempting skills beyond capability
- •Equipment-related injuries - unstable apparatus, carrying apparatus incorrectly
Risk Mitigation
- •Clear boundaries and spacing requirements established and enforced throughout - minimum 3-4 metres between pairs/groups
- •Progressive skill building - master floor skills before apparatus, low apparatus before high
- •Continuous supervision with teacher circulation - never static positioning, observe all groups in rotation
- •Immediate intervention if technique deteriorates or unsafe behaviours observed - use freeze/stop signal
- •Adequate matting with overlap - no gaps, minimum 2 metre landing zones in all directions
- •Differentiated apparatus heights - match challenge to individual capability
- •Fatigue monitoring - reduce intensity or provide rest if landing quality deteriorates
- •Strict apparatus rules enforced - no running, pairs carry equipment, teacher checks all setups before use
Supervision & Emergency Procedures
Supervision Points
- •Position centrally during warm-up to observe all pairs during leapfrog activity
- •Circulate continuously during skill development - visit each pair multiple times
- •During apparatus work, constantly rotate between all groups - maximum 30 seconds at each station
- •Position to see multiple groups simultaneously when possible - corners or central points
- •Maintain 360-degree awareness - regular scanning of entire hall even when coaching individual
- •Higher risk activities (backwards jumps, rotations) require closer proximity and focused attention
- •Never turn back to groups - position to see all students at all times
Emergency Procedures
Established stop signal - teacher raises hand and all students freeze immediately and look at teacher. In case of injury: Stop all activity immediately using stop signal, assess injured student (do not move if serious), send reliable student for first aid support or assistance, keep other students calm and seated away from incident, follow school first aid and emergency protocols, complete accident report form. Minor injuries: Follow school first aid policy, injured student sits out and observes with ice pack or appropriate care, document in lesson notes.