Flight Control & Composition
•Year 8
•Gymnastics
•Store in accessible location for quick distribution during warm-up
Alternative: Small cones, poly spots, or taped X marks on floor
Must be carried correctly by students in pairs, stored against walls for collection
Alternative: None - essential safety equipment
Used for timing warm-up activities and apparatus setup challenge
Alternative: Smartphone timer, wall clock with second hand
For recording timing challenges and displaying key vocabulary
Alternative: Flip chart, demonstration cards
Any movement where both feet leave the ground and the body travels through the air
A timing technique where performers execute the same movement at different times, creating a ripple effect
Performing movements at exactly the same time with precise synchronisation
The lines of travel through space - can be straight, curved, zigzag, or circular
The height at which movements are performed - high (jumping/standing), medium (kneeling/crouching), low (lying/rolling)
A jumping movement where one person springs over another who is in a crouched position
A forward travelling movement where hands are placed on the floor and legs spring through with control
A body shape where the body is folded at the hips with straight legs and torso forming a 'V' shape
A compact body shape where knees are drawn up to chest with chin tucked down
A body shape where legs are spread wide apart, either to the sides or front-to-back
A series of linked movements performed in a specific order with smooth transitions
A clear, controlled shape held at the beginning of a sequence to show readiness
A clear, controlled shape held at the end of a sequence to show completion
Understanding where pupils are coming from and where they're going
Technical vocabulary development and accurate use of terms like canon, unison, pathways, levels (language development). Providing constructive feedback using clear, specific language (speaking and listening). Following multi-step instructions during complex sequences (listening comprehension). Explaining strategies and techniques to peers (oracy). Self-assessment articulation at lesson end (expressive language).
Counting jumps during timed 30-second challenges (data collection). Timing apparatus setup and pack-away, calculating improvement from previous records (time measurement). Understanding angles created by body shapes - 90 degrees in pike fold, 45 degrees in some balance positions (geometry). Measuring spacing between students (3 metres for leapfrog activity) and apparatus (2 metre clearance) (distance and measurement). Fractions understanding through canon timing - starting movements 2 seconds apart, creating 1/2 or 1/4 timing delays (fractions and ratios). Symmetry recognition in matching starting/finishing positions within groups (symmetry and reflection).
Force application during jumping - push force from legs generates upward motion, gravity pulls body back down (forces). Landing technique as shock absorption - bending knees increases time of impact reducing force (forces and motion). Energy transfer during flight - chemical energy in muscles converts to kinetic energy during jump, then potential energy at height of flight (energy). Heart rate changes during aerobic warm-up activities - cardiovascular system response to exercise (body systems). Muscle function during gymnastics - contraction and relaxation of muscle groups to create movement and hold shapes (biology/anatomy). Friction between apparatus and floor providing stability, and between hands and shoulders during leapfrog (forces).
Performance skills - beginning, performing with commitment, ending with clear finishing position (performance). Use of levels, pathways, and spatial awareness in composition (staging). Canon and unison as theatrical techniques used in physical theatre (performance techniques). Body control and expression through shape and movement quality (physical theatre). Audience etiquette and respectful watching (performance arts conventions).
Pathways concept relates to route planning and map reading - straight, curved, zigzag paths (map skills). Spatial awareness during sequence creation - understanding relative positions and orientations (spatial reasoning). Directions and orientation when describing sequences - forward, backward, sideways, diagonal (directional language). Use of space within hall relates to understanding of area and efficient space use (spatial concepts).
Canon understanding parallels musical canon where melody repeats at staggered intervals (musical structures). Unison relates to musical unison where notes played simultaneously (musical concepts). Rhythm and timing in sequences relates to musical timing and tempo (rhythm). Creating sequences with beginning, middle, and end relates to musical phrasing and structure (composition).
Teamwork development through group sequence creation - listening, compromising, shared decision-making (cooperation). Resilience when movements are challenging or don't work first time - perseverance and growth mindset (emotional regulation). Peer feedback skills - giving and receiving constructive criticism respectfully (communication). Trust development during partner work like leapfrog - relying on others and being reliable (relationships). Self-assessment and honest reflection on own abilities - developing self-awareness (self-knowledge). Celebrating others' successes during performances - appreciation and respect for peers (social skills). Managing competitive feelings appropriately during timed challenges (emotional intelligence).
Start lesson positioned centrally where all students can see and hear clearly. During warm-up activities, circulate around perimeter observing landing technique and spacing. During floor sequence work, move systematically between groups spending 30-60 seconds with each. During apparatus work, maintain mobile positioning that allows observation of multiple stations - avoid staying with one group too long. During performances, position where you can see performers and monitor audience. During leapfrog cool-down, position midway along line of activity with view of all participants.
Technical skill focus: Landing technique (bent knees, balls of feet, controlled), body shapes (clear tuck/pike/straddle/pencil with muscle tension), flight quality (height, extension, control), transitions between movements (smooth vs. choppy). Cognitive focus: Understanding of canon and unison demonstrated in sequences, creative use of pathways and levels, quality of peer feedback, safety awareness. Social/emotional focus: Group cooperation and communication, inclusion of all members, resilience when facing challenges, supportiveness of peers, leadership behaviours.
MUST intervene immediately for: Any unsafe landing technique (straight legs, heavy impact), hands placed on back during leapfrog, apparatus movement suggesting instability, jumping from excessive heights, students working too close together creating collision risk, any apparatus handling that breaks safety rules. SHOULD intervene promptly for: Groups not making progress in sequence creation after 3-4 minutes, one student dominating group decisions, students not attempting differentiated level appropriate to their ability, poor quality movement patterns that could be improved with feedback. MAY intervene when appropriate: To celebrate particularly good examples for class to observe, to extend challenge for advanced students completing tasks quickly, to provide encouragement during challenging moments.
Always demonstrate with clarity and exaggeration when introducing new movements. For body shapes, hold positions for 3-5 seconds so students can clearly see them. Use confident student demonstrators when possible - this builds their confidence and provides peer models. When demonstrating sequences, perform slowly first showing each element, then at full speed. Point out specific technical details during demonstrations: 'See how bent my knees are?' 'Notice where my eyes are looking?' Always ask for student volunteers before using them in demonstrations - never force participation. When demonstrating safety procedures (mat carrying, apparatus handling), be meticulous and detailed. Use demonstrations as assessment opportunities - note which students understand well enough to demonstrate. For complex movements like leapfrog, demonstrate multiple times from different angles so all students can see hand placement, foot position, etc.
Full sports hall or gymnasium (minimum 15m x 20m for class of 30). Clear floor space for warm-up jumping activities. Adequate space around all apparatus stations (minimum 2 metres clearance). Designated performance areas. Safe storage areas for apparatus around perimeter.
Dry, even, non-slip floor surface essential. Check floor is free from any water, dust, or debris before starting. Ensure floor markings (tape for apparatus positions) are flat and secure. Verify mat surfaces are clean and non-slip. Confirm apparatus contact points with floor are stable.
If injury occurs: STOP all activity immediately using clear verbal signal and hand gesture. Assess injured student - do not move if neck/back injury suspected. Send responsible student to alert first aider/office if needed. Keep other students calm and occupied in safe seated position away from incident. Administer appropriate first aid within your competency. Complete accident report form. Contact parents/carers as per school policy. If serious injury: call 999 and follow school major incident procedures.
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