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Lesson 3 - Vault Intro & Routine Dev

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 safely combine vault techniques with floor and apparatus work to create dynamic gymnastics routines?

Learning Objectives

Students will know how to use the vault safely with proper approach, takeoff and landing techniques
Students will combine movements from 3 or more stations into a coherent routine
Students will use balance cards and planning tools to develop creative, challenging sequences

Key Outcomes

By the end of this lesson, students will be able to safely execute basic vault techniques including round-off dismounts
Students will demonstrate linked sequences incorporating small mat, balance beam, trampette and vault movements
Students will have documented their routine plans using planning sheets and self-assessment recordings

Equipment & Resources Required

Mats

6-8 mats

Distributed as individual stations around the gymnasium, ensuring 2 metres clearance around each

Alternative: Large crash mats sectioned into smaller areas

Balance Beams

3-4 beams (mixture of low and medium height)

Positioned with mats on both sides, spaced minimum 3 metres apart

Alternative: Floor beam (taped line), benches turned upside down for beginners

Balance Cards

20-30 cards showing various balance challenges

Placed in accessible container at each balance beam station

Alternative: Laminated photographs of balance positions, teacher-created challenge cards

Trampette

1 vault station (adjustable height)

Positioned with minimum 4 metres run-up space and crash mat landing area

Alternative: Springboards, folded crash mats for elevation

Tablets

4-6 tablets

Positioned on stands at each station for self-recording, charged and ready with sufficient storage

Alternative: Mobile phones on tripods, digital cameras

Cards

1 set

Available at each station showing key technique points

Alternative: Printed visual instruction sheets, QR codes linking to demonstration videos

Score Sheets

1 per student (30 copies)

Distributed at start of lesson with pencils/pens

Alternative: Digital planning templates on shared drive, notebooks

Cones

20-30 markers

Used to define warm-up playing area boundaries and run-up zones for vault

Alternative: Spots, chalk marks on floor

Key Vocabulary

Basic shapes

Fundamental body positions in gymnastics including tuck (knees to chest), pike (straight legs bent at hips), straddle (legs wide apart) and arch (body curved backwards)

Vault

A gymnastics apparatus where the gymnast runs toward it, jumps onto a springboard, and propels themselves over or onto the vault box

Round-off

A dynamic movement where the gymnast rotates 180 degrees while passing through a handstand position, landing facing the direction they came from

Trampette

A small, angled trampoline used as a springboard to help gymnasts gain height and momentum for vault and other movements

Balance cards

Instructional cards showing different balance positions and challenges that students can incorporate into their routines

Routine

A planned sequence of gymnastic movements performed in a specific order, linking different skills and apparatus

Accuracy

Performing movements exactly as intended with correct body positions and precise placement

Precision

The exactness and control demonstrated in executing skills, particularly in timing and body alignment

Fluency

Smooth, flowing movement between skills without awkward pauses or jerky transitions

Skill Progression Pathway

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

Prior Learning

Basic gymnastic shapes (tuck, pike, straddle, arch)
Balance beam skills from previous lessons
Small mat floor work and rolling techniques
Trampette bouncing and controlled landings
Understanding of linking movements into sequences

Current Skills

Safe vault approach and landing techniques
Round-off vault dismount
Incorporating balance cards into routines
Multi-apparatus routine development
Self-assessment using video technology
Routine planning and documentation

Next Steps

Advanced vault techniques (straddle vault, squat vault)
Complex multi-apparatus routines with 5+ movements
Performance under assessment conditions
Teaching and coaching peers
Creating group synchronized routines

Milestone Indicators

Confident, safe approach to vault apparatus

Smooth transitions between apparatus stations

Clear demonstration of control in landing and dismounts

Ability to self-correct using video feedback

Independent routine planning and refinement

Key Teaching Points

Vault safety is non-negotiable: controlled approach, two feet on trampette, bent-knee landing, one person at a time. These rules prevent serious injuries and must be reinforced constantly.
Linking movements requires smooth transitions, not pauses between skills. Encourage students to think of routines as continuous flow rather than separate skills stuck together.
Body tension transforms movements from sloppy to sharp. Constantly cue 'tight muscles' and 'squeeze everything' to develop body awareness and control.
iPad self-assessment is powerful for skill development. Teach students to look for specific technique points in their recordings (bent knees, straight arms, pointed toes) rather than just watching passively.
Balance cards provide structured progression and variety. Encourage students to select cards that challenge but don't frustrate - just beyond current comfort level.
Differentiation happens through movement selection, not different activities. All students work on routines, but complexity, apparatus choice and skill difficulty varies based on ability.
Quality always trumps quantity. Better to perform 3 movements brilliantly than 5 movements poorly. Reinforce this throughout the lesson to develop excellence mindset.

Common Misconceptions

MISCONCEPTION: 'The faster I run at the vault, the better my vault will be.' CORRECTION: Explain that controlled, building speed allows proper technique. Sprinting causes loss of control and dangerous landings. Demonstrate the difference between controlled approach and sprinting approach.
MISCONCEPTION: 'Round-off vault is just landing backwards.' CORRECTION: Teach that round-off involves 180-degree rotation through proper hand placement and body mechanics, not just turning around. Show the quarter-turn hand position that creates rotation.
MISCONCEPTION: 'Holding a balance is just standing still.' CORRECTION: Explain that true balance requires active muscle engagement, focused eyes on a fixed point, and controlled breathing. Demonstrate 'alive' balance vs. passive standing.
MISCONCEPTION: 'My routine needs lots of difficult skills to be good.' CORRECTION: Emphasise that quality execution, smooth linking and appropriate challenge level create excellent routines. Simple movements performed brilliantly score higher than difficult movements performed poorly.
MISCONCEPTION: 'I can't do gymnastics because I'm not flexible.' CORRECTION: Show that gymnastics includes strength, balance, coordination and spatial awareness - flexibility is just one component. Highlight achievements like vault control or routine planning that don't require extreme flexibility.
MISCONCEPTION: 'Using the iPad is just for fun/watching myself.' CORRECTION: Teach that video analysis is a professional coaching tool. Model how to watch critically for technique points and use footage to identify specific improvements needed.

SEN Adaptations

ADHD

Short, focused activities with clear time boundaries (use visible timer). Provide regular movement breaks between sitting/listening periods. Use high-interest activities (tag game) to engage attention. Clear, consistent behaviour expectations with visual reminders. Position near teacher during instruction times. Offer leadership roles (demonstrating, helping with equipment) to channel energy positively. Frequent specific positive feedback.

dyspraxia

Break down complex movements into smaller, achievable steps with extra practice time. Use larger, more visible apparatus markings. Provide additional physical support during balance activities. Allow extended time for routine planning and practice. Use step-by-step visual guides for movement sequences. Reduce number of movements required in routines (2 instead of 3). Offer hand-over-hand guidance for new skills. Celebrate effort and improvement over perfection.

autism spectrum

Provide visual schedule showing lesson structure and station rotation order. Use consistent, predictable routines for transitions. Offer quiet practice space option away from busy areas if overstimulated. Give advance warning of whistle use (sensory consideration). Break instructions into smaller, single-step chunks with visual supports. Allow use of sensory tools if helpful (fidget items during sitting/listening times).

visual impairment

Use bright coloured tape to mark apparatus edges and boundaries. Provide tactile exploration of vault, beam and trampette before use. Verbal descriptions of all demonstrations with exaggerated physical guidance. Buddy system with sighted partner for spatial orientation. Use auditory cues (clapping, voice direction) for movement timing and location.

hearing impairment

Visual demonstration of all skills and instructions (teacher modelling + competent student demonstration). Use visual signals instead of whistle (coloured flags or lights for stop/start). Provide written routine planning sheets with visual diagrams. Ensure student can see teacher's face for lip-reading during instructions. Use British Sign Language if student uses BSL, or clear visual gesture system for key commands.

physical disability

Adapt apparatus height - lower balance beam to floor level, adjust vault box height or use alternative mounting platform. Modified movements using available range of motion (e.g., upper body balances instead of leg balances). Wheelchair-user adaptations: rolling sequences on mats, seated balances, adapted trampette work with support. Allow additional time for movement transitions. Provide specialist equipment if available (adapted grips, support frames).

Cross-Curricular Links

English

Using technical vocabulary accurately (round-off, trampette, arabesque, fluency, precision), describing movements in routine planning sheets, providing constructive peer feedback using specific language, listening to and following multi-step instructions

Maths

Angles of body positions (90-degree knee bends, 180-degree rotations in round-off vault), counting sequences in routines, measuring distances for run-ups, timing routines in seconds, spatial geometry understanding (positioning apparatus at different stations)

Science

Forces and motion (gravity during vault flight, momentum in approach run, friction between body and apparatus), levers and fulcrums (trampette as mechanical advantage), muscles and joints used in gymnastics movements, cardiovascular response to exercise (heart rate changes warm-up to cool-down)

ICT

Using iPads for video recording and playback, analysing digital footage for self-assessment, understanding how to frame recordings for best view, responsible technology use in educational context

PSHE

Resilience and growth mindset when learning challenging skills, setting personal goals and working toward achievement, peer support and teamwork, managing fear and anxiety (vault introduction), celebrating personal progress regardless of ability level, making safe choices

Teacher Guidance

Positioning

During skill development rotations, position yourself primarily at the vault station (highest risk) with strategic sightlines to other three stations. Stand at the corner angle that allows visual sweeps of small mats, balance beam and trampette every 90 seconds. During routine practice, maintain position near vault to prevent unsupervised use while monitoring whole class.

Observation Focus

VAULT: Watch for controlled approach runs, two-footed trampette contact, hand placement accuracy, bent-knee landings. BALANCE BEAM: Monitor mounting/dismounting technique, balance holds, controlled movements. SMALL MATS: Check rolling technique (tucked chin, rounded back), balance quality. TRAMPETTE: Observe centred foot placement, controlled bounce, stick landings. ACROSS ALL: Watch for linking flow, body tension, spatial awareness, and safety compliance.

Intervention Points

IMMEDIATE intervention required for: unsafe vault approaches (sprinting starts), attempting vault without supervision, poor landing technique (straight legs), students on apparatus when others in landing zones. COACHING intervention for: sloppy shapes (floppy bodies, no tension), rushed movements without control, students avoiding challenging themselves, not using iPad feedback effectively.

Demonstration Notes

Demonstrate all vault phases broken down slowly: approach (building speed), trampette take-off (two feet, upward direction), hand placement (shoulder-width on vault), landing (bent knees, arms forward for balance). Show both correct technique and common mistakes for contrast. Use competent students to demonstrate routine sequences. Exaggerate key teaching points - bent knees, tight shapes, controlled movements - for visual clarity. When introducing balance cards, demonstrate 2-3 different challenges showing how to safely attempt then hold positions.

Verbal Cues

•'Controlled approach - build your speed gradually!'
•'Two feet together on the trampette!'
•'Bend those knees on landing - absorb the force!'
•'Tight body tension - squeeze those muscles!'
•'Link it smoothly - flow from one movement to the next!'
•'Watch your video - what can you improve?'
•'Quality over quantity - make it perfect!'
•'Hold that balance - find your focus point!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full gymnasium (minimum 20m x 15m) with high ceiling clearance (minimum 4m) for trampette and vault work. Clear perimeter around all apparatus - 2m minimum clearance for small mats and balance beams, 4m clearance for trampette and vault stations.

Surface Check

Clean, dry, non-slip gymnasium floor free from dust or debris. Check for splinters on wooden floors. Ensure no water spillages from bottles. Floor must be even with no damaged sections near apparatus.

Equipment Safety

Safety Checks

•Check all mats for tears, adequate padding thickness (minimum 5cm for small mats, 20cm for crash mats)
•Inspect balance beams for stability, secure locking mechanisms, no splinters or rough edges
•Test trampette tension and frame stability before use, ensure angle lock is engaged
•Verify vault box is at appropriate height and securely locked, no sharp edges
•Check iPad stands are stable and positioned away from movement zones
•Ensure all apparatus has appropriate matting on landing zones

Risk Management

Key Risks

•Falls from balance beam (height-related injury)
•Collisions between students during station rotations or tag warm-up
•Vault landing injuries (ankle/knee strain from poor technique or landing)
•Trampette missteps (falling off side or landing incorrectly)
•Over-stretching during cool-down causing muscle strain
•Equipment misuse when teacher supervising vault station

Risk Mitigation

•Clear boundaries and one-at-a-time rules at vault station
•Mats positioned on both sides of all balance beams
•Adequate spacing between all apparatus stations (minimum 3m)
•Progressive skill building - no advanced skills without mastering basics first
•Constant teacher supervision at vault (highest risk station)
•Regular visual sweeps of all stations every 90 seconds
•Clear start/stop signals (whistle) for transitions
•Controlled stretching with technique demonstration (no ballistic stretching)
•Students aware of personal limits - encouraged to work at own level
•Emergency stop procedure practiced (whistle blast + 'FREEZE' command)

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned primarily at vault station throughout skill development rotations
•Strategic positioning to maintain visual contact with all four stations
•Identify and monitor higher-risk students (over-confident or under-confident)
•Ensure adequate space between students during warm-up tag game
•Monitor fatigue levels and adjust activities if needed
•Position near vault during routine practice to prevent unsupervised use

Emergency Procedures

IMMEDIATE STOP: Three sharp whistle blasts + 'FREEZE' command. All students stop immediately and sit where they are. Assess injury: if minor - first aid kit in PE office; if serious - send reliable student for first aider/emergency services, stay with injured student, keep others calm and seated. Incident report completed same day. Parents informed of any injuries.