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Lesson 2 - Trampette & Apparatus Combo

Apparatus Mastery and Routine Composition

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Year 8

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Gymnastics

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Big Question

How can we combine different apparatus to create a seamless and impressive gymnastics routine?

Learning Objectives

Students will understand and demonstrate safe trampette usage including approach, takeoff, landing and exit techniques
Students will combine movements from small mats, balance beam and trampette to create linked sequences
Students will develop quality of movement focusing on accuracy, precision and fluency

Key Outcomes

All students will be able to use the trampette safely and link basic shapes across two pieces of apparatus
Most students will combine movements across all three apparatus with developing fluency
Some students will create complex sequences with smooth transitions and advanced shapes

Equipment & Resources Required

Cards

1 set (5-10 cards showing different shapes)

Display cards visibly around the gymnasium or have set ready for warm-up game

Alternative: Laminated images, digital display on screen, hand-drawn posters

Mats

1 per 2-3 students (approx. 10-12 mats)

Space mats evenly around hall, minimum 2 metres apart for safety

Alternative: Larger crash mats divided into sections, yoga mats for individual work

Balance Beams

4-6 beams (mix of heights if available)

Position with mats either side for safety, secure and stable

Alternative: Benches turned upside down, low beams or lines on floor for confidence

Trampette

3 trampettes

Place with thick crash mat landing area, minimum 3 metres clearance above and 2 metres around

Alternative: Spring boards, beat boards, or small trampolines

Crash Mats

6 (average of 4-8) large crash mats (for trampette landing zones)

Secure mats together, ensure no gaps between landing mats

Alternative: Multiple stacked standard mats (minimum 20cm thick)

Tablets

4-6 devices

Charge devices fully, set up tripods or stands at recording stations

Alternative: Smartphones on tripods, digital cameras, video recording devices

Score Sheets

1 per student (approx. 30)

Have clipboards and pencils ready for planning section

Alternative: Digital planning template, notebooks, large paper sheets

Cones

12-16 cones

Use to mark trampette approach lines and apparatus stations

Alternative: Spots, hoops, chalk marks

Key Vocabulary

Trampette

A small rebound apparatus used to gain height for gymnastic movements, with an angled jumping surface

Basic Shapes

Fundamental body positions in gymnastics including tuck, pike, straddle, star and straight

Transition

The movement or link between different apparatus or skills that maintains flow

Quality of Movement

How well a skill is performed, considering accuracy, precision and fluency

Accuracy

Performing movements correctly with precise body positions and placements

Precision

Exact and controlled execution of movements with attention to detail

Fluency

Smooth, flowing movement without hesitation or interruption

Routine

A planned sequence of gymnastic movements performed on one or more pieces of apparatus

Skill Progression Pathway

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

Prior Learning

Basic gymnastic shapes (tuck, pike, straddle, star, straight)
Balance beam movements and basic balance techniques
Small mat floor work and rolling techniques
Understanding of body tension and control

Current Skills

Safe trampette usage and jumping techniques
Combining movements across multiple apparatus
Creating smooth transitions between equipment
Planning and recording personal routines

Next Steps

Advanced trampette shapes and rotations
Complex apparatus combinations with increased difficulty
Partner and group synchronised routines
Performance preparation and presentation skills

Milestone Indicators

Consistent safe trampette approach and landing technique

Fluid transitions with minimal pause between apparatus

Clear body shapes maintained throughout movements

Ability to self-assess and refine technique using video

Key Teaching Points

Trampette safety is non-negotiable - enforce all 5 rules consistently (straight approach, two-footed takeoff, feet-first landing, quick exit, wait for clear area)
Quality of movement matters more than difficulty - clear shapes with body tension trump complex skills performed poorly
Transitions are part of the routine, not gaps between skills - teach deliberate, controlled movement between apparatus
Progressive skill development - ensure basic competence before advancing to complex shapes or combinations
Use of technology (iPad) enhances learning - students see themselves and understand improvements needed
Link learning to previous lesson - build on basic shapes knowledge and mat/beam work already established
Create safe learning environment through equipment checks, spatial organisation, and constant supervision of high-risk apparatus

Common Misconceptions

MISCONCEPTION: 'The trampette is just a small trampoline for bouncing.' CORRECTION: Explain the trampette is designed for single explosive jumps to gain height for gymnastic skills, not repeated bouncing. Demonstrate the difference in technique and purpose.
MISCONCEPTION: 'Transitions don't matter - it's the big skills that count.' CORRECTION: Show video examples where choppy transitions ruin otherwise good routines. Emphasise that fluency between skills demonstrates true mastery and control.
MISCONCEPTION: 'I need to do the hardest skills to get good marks.' CORRECTION: Clarify that assessment is based on quality of execution, control, and safety - a perfect basic routine scores higher than a poorly executed complex one.
MISCONCEPTION: 'Pike shape is just bending forward.' CORRECTION: Demonstrate that pike requires straight legs, flexed feet, reaching for toes - it's a specific shape with clear criteria, not just bending.
MISCONCEPTION: 'I can approach the trampette from any angle as long as I jump.' CORRECTION: Explain the straight approach is a safety requirement - angled approaches cause uneven rebound and loss of control, increasing injury risk.
MISCONCEPTION: 'Landing on my hands or bottom is safer than feet.' CORRECTION: Demonstrate biomechanics - feet-first landing allows ankle and knee joints to absorb impact safely. Other landings risk wrist, spine or head injury.
MISCONCEPTION: 'My routine is finished when I land from the trampette.' CORRECTION: Show that a routine includes a finishing position - controlled stop with clear body shape showing intentional end, not just stopping when you run out of apparatus.

SEN Adaptations

ADHD

Short, focused activity bursts with frequent changes (built into rotation system), clear boundaries marked visually with cones, immediate specific feedback, offer leadership roles during activities, use of iPad provides concrete focus and instant feedback, allow movement breaks if needed, praise effort and attention frequently, minimise waiting time through effective organisation

dyspraxia

Break skills down into smaller steps with additional practice time, use visual demonstrations repeatedly, provide hand-over-hand support if needed, simplify routines to reduce complexity, allow extra time for motor planning, use larger/more stable apparatus initially, focus on one element at a time (shape OR transition, not both simultaneously), celebrate small progressive achievements

autism spectrum

Provide visual schedule showing lesson structure and timing, establish clear and consistent routines for equipment use, create quiet zone area if overstimulation occurs, use visual supports for abstract concepts like 'smooth transitions', give advance warning of lesson changes, reduce sensory overload by managing noise levels and visual clutter, offer predictability through structured rotations

visual impairment

Use bright coloured mats and beams with contrasting colours, provide verbal descriptions of all demonstrations with detailed spatial information, use tactile markers on apparatus for positioning, buddy system with sighted guide for transitions, allow familiarization time with apparatus through touch and exploration before activity

hearing impairment

Ensure face students when giving instructions so they can lip-read, use visual demonstrations extensively with exaggerated movements, create visual cue cards for safety rules and apparatus sequence, use visual signals (thumbs up/down) for feedback, provide written routine planning supports, minimise background noise during instruction time

physical disability

Adapt apparatus heights (lower beams, modified trampette or use spring board), wheelchair-accessible apparatus alternatives (floor-based work, seated shapes), modified shapes appropriate to individual capability, allow additional support equipment (wedges, handrails), extend time allowances, focus on achievable personal progression not comparative standards

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for movement quality, following written and verbal instructions, planning and sequencing in routine creation, peer feedback communication skills

Maths

Angles of approach to trampette, counting sequences and repetitions, timing routines, measuring heights achieved, rotational geometry when discussing turns and twists, symmetry in balanced shapes

Science

Forces acting on body during trampette rebound, gravity and landing impact, energy transfer from springs, muscle groups used in different shapes, heart rate changes during activity, biomechanics of safe landing technique

Art and Design

Body lines and shapes as visual composition, aesthetic quality of movement, routine as performance art, spatial awareness and pattern creation, design thinking in routine planning

PSHE

Risk assessment and safety awareness, resilience and persistence when learning new skills, self-confidence development, teamwork and supporting others, managing emotions during challenging tasks, celebrating achievement

Teacher Guidance

Positioning

Stand at corner of gymnasium with view of trampette stations (primary risk area) and balance beams. Circulate during rotations but maintain visual contact with trampettes at all times. Position yourself to see student approaches to apparatus and landing zones.

Observation Focus

Priority 1: Trampette safety compliance (straight approach, two-foot takeoff, feet-first landing, quick exit). Priority 2: Quality of movement (clear shapes, body tension, controlled transitions). Priority 3: Spatial awareness (safe sharing of equipment, no collisions). Priority 4: Engagement and confidence levels.

Intervention Points

Intervene immediately if: any safety rule breached on trampette, student attempting skill clearly beyond capability, equipment sharing becoming unsafe, signs of distress or fear in student, technique deterioration due to fatigue. Also intervene to praise excellent examples and provide technique refinement feedback.

Demonstration Notes

Demonstrate: Always perform at the level students are expected to achieve, not advanced level. Exaggerate key technique points for visibility (e.g., very bent knees on landing, very clear tuck shape). Demonstrate common mistakes and corrections. Use competent students to demonstrate where appropriate, building their confidence and providing peer models. Slow-motion demonstrations help students see detail. Verbalise your thought process during demonstrations to model self-coaching.

Verbal Cues

•'Straight approach, eyes on the centre!'
•'Two feet together, push down through the bed!'
•'Hold that shape - show me clear lines!'
•'Smooth transition - make it flow!'
•'Land light, bend those knees!'
•'Quality over quantity - one perfect routine beats five messy ones!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large gymnasium or sports hall minimum 15m x 20m with ceiling height minimum 4m for trampette use. Adequate spacing between apparatus stations (3m minimum). Clear floor area for warm-up and cool-down activities.

Surface Check

Clean, dry, non-slip surface free from obstacles. Check for any moisture, dust or debris before lesson. Ensure floor markings are not slippery when performing routines.

Equipment Safety

Safety Checks

•Inspect all trampettes before use - check frame stability, spring tension, bed integrity, no tears or wear
•Verify crash mats are adequate thickness (minimum 20cm compressed), connected with no gaps, secured together
•Check balance beams are stable, non-slip surface, safety mats positioned both sides
•Ensure small mats are flat, non-slip backing, no tears or exposed foam
•Test iPad tripods for stability, position away from apparatus landing zones

Risk Management

Key Risks

•Falls from trampette or balance beam - potential for impact injuries
•Collisions between students during apparatus transitions - spatial awareness crucial
•Improper trampette technique leading to awkward landings - ankle, knee or back injury
•Overconfidence attempting skills beyond capability - risk of falls and injury
•Fatigue reducing control and increasing injury risk in later lesson stages
•Equipment failure if not properly checked - mat slippage, beam instability

Risk Mitigation

•Comprehensive trampette safety briefing before any use - 5 safety rules enforced strictly
•Maximum 5 students per trampette with clear queuing system 3m from equipment
•Teacher positioned for maximum visibility of trampette stations at all times
•Progressive skill introduction - master basic before attempting complex
•Enforce strict 'land on feet first' rule - no head/hand-first landings
•Clear rotation pathways marked to prevent crossing active apparatus zones
•Regular equipment checks between rotations - reposition mats, check beam stability
•Immediate removal from apparatus if safety rules breached or fatigue evident
•Spotting support available for less confident students on trampette
•Clear STOP command that all students know means immediate freeze

Supervision & Emergency Procedures

Supervision Points

•Primary position: View of all trampette stations (highest risk area)
•Secondary focus: Monitor beam work for balance issues and safe dismounts
•Circulate during rotations but maintain visual contact with trampette zones
•Position to see entry and exit routes preventing collisions
•Teaching assistant or responsible student assigned to each trampette as safety monitor if available

Emergency Procedures

STOP command for immediate freeze. Assess any incident: if minor (small bump/wobble) - reassure and continue when ready. If concerning (fall, collision, pain reported) - stop student involvement, assess injury, apply first aid if qualified, send for trained first aider if needed, complete accident report. Other students moved to alternative activity under supervision. Never leave injured student alone. Contact parents if head injury or significant concern.