Lesson 1 - Dynamic Take-offs and Flight
Flight Control & Composition
•Year 8
•Gymnastics
•Start Planning Better PE Lessons
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How can we generate maximum elevation and control during flight phases in gymnastics?
Learning Objectives
- Develop the ability to take off from one foot and two feet, gaining elevation from powerful run-ups and dynamic take-offs
- Link skills to perform actions and sequences of movement with increasing complexity
- Evaluate the work of others using correct technical language and biomechanical understanding
Key Outcomes
- Students will demonstrate controlled take-offs from one and two feet with measurable elevation
- Students will create and perform sequences that link jumps, balances, and travelling movements
- Students will provide constructive feedback to peers using technical vocabulary
- Students will challenge themselves to improve personal performance through competition
Equipment & Resources Required
Laid flat on floor in circuit formation, spaced 3 metres apart
Alternative: Cones placed in ladder formation (40cm spacing)
Set at 30-40cm height for crawling under
Alternative: Ropes between cones at 30cm height
Create 5-6 lines spaced 40cm apart for lateral jumping
Alternative: Floor tape or chalk lines
Heights ranging from 60cm to 100cm, all with surrounding mats
Alternative: Stacked benches secured safely, boxes
Various configurations: flat, inclined, inverted for different challenge levels
Alternative: Low beams
Surround all apparatus, especially high platforms and landing zones
Alternative: Crash mats for landing areas
For timing apparatus setup and balances
Alternative: Phone timer, wall clock with second hand
Key Vocabulary
The moment when feet leave the ground or apparatus, initiated by forceful extension of legs
The height achieved during the flight phase, generated by powerful leg extension and upward force
The phase when the body is airborne with no contact with ground or apparatus
The controlled absorption of force when returning to ground, using bent knees and ankle flexion
The quality of movement including force, speed, and control used to create powerful or soft movements
A linked series of movements performed continuously with smooth transitions
A partner balance where both gymnasts use opposing forces to maintain equilibrium
Gymnastics equipment including benches, tables, mats, and other structures used for movement exploration
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques from Key Stage 2
- Understanding of body shapes in gymnastics (tuck, star, pencil)
- Safe apparatus handling and movement
- Basic balance skills at different levels
Current Skills
- Dynamic take-offs from one and two feet
- Generating elevation through powerful run-ups
- Performing shaped jumps with control
- Linking movements into sequences
- Evaluating performance using technical language
Next Steps
- Complex flight sequences on apparatus
- Partner and group synchronised work
- Advanced rotation during flight
- Competitive gymnastics routines with multiple flight elements
Milestone Indicators
Key Teaching Points
- Elevation is generated through powerful leg extension combined with upward arm drive - emphasise explosive push through balls of feet
- Body shapes must be created DURING the flight phase, not after landing - observable at peak of jump
- Landing technique is critical for safety and elegance: balls of feet contact first, knees bend deeply to absorb force, aim for silent landings
- Different take-off methods serve different purposes: two feet for maximum vertical elevation, one foot for converting running speed into distance
- Apparatus safety rules are non-negotiable: walking pace only, pairs carrying, proper technique, sitting behind apparatus when setup complete
- Peer assessment quality depends on using technical vocabulary and providing specific, observable feedback
- Competition should challenge personal best performance, not just winning against others - emphasise self-improvement
Common Misconceptions
- MISCONCEPTION: 'Jumping higher is just about leg strength.' CORRECTION: Elevation comes from coordinated whole-body action - arms driving upward, core engaged, explosive leg extension, and timing all contribute. Demonstrate jump with arms by sides versus arms driving up.
- MISCONCEPTION: 'Landing on toes is correct.' CORRECTION: Land on balls of feet (forefoot), not toes. Toes alone cannot support landing forces safely. Demonstrate difference: toes-only (unstable) versus ball-of-foot (stable, controlled).
- MISCONCEPTION: 'The hop, skip, and jump is just three random jumps.' CORRECTION: It's a specific pattern with distinct take-off and landing requirements: same foot twice, then different foot, then both feet. Demonstrate incorrect random jumping versus correct pattern.
- MISCONCEPTION: 'More speed always means more distance in triple jump.' CORRECTION: Speed only helps if you can control it and maintain technique. Excessive speed causes loss of balance and poor take-off positioning. Demonstrate controlled versus out-of-control approaches.
- MISCONCEPTION: 'Creating shape after landing counts.' CORRECTION: Gymnastics shapes must be visible during the flight phase. Judges (and teachers!) assess what happens in the air, not on the ground. Show video/photo examples if possible.
- MISCONCEPTION: 'All the power should go into the first hop.' CORRECTION: Power should be distributed across all three phases of the triple jump, often building progressively. Demonstrate balanced power versus first-hop-dominant attempts showing loss of control.
- MISCONCEPTION: 'Stiff legs on landing absorb force better.' CORRECTION: Bent knees act as shock absorbers, spreading force over time and protecting joints. Stiff legs transfer all force immediately to joints and spine. Demonstrate physics with egg-drop analogy if possible.
SEN Adaptations
ADHD
- Short, varied activities maintaining engagement (lesson structure already supports this); clear, concise instructions with one-step focus; frequent specific feedback; physical activity throughout (no long waiting periods); use of timers creating urgency and focus; competitive elements providing motivation; immediate positive reinforcement for on-task behaviour; allow movement breaks if needed (though lesson is inherently active)
dyspraxia
- Break down complex movements into smaller achievable steps; allow additional practice time for coordination tasks; use larger equipment initially (bigger balls, wider benches); provide clear visual models of body positions; teach and use memory cues ('Same, Different, Both'); reduce speed requirements focusing on accuracy first; celebrate effort and improvement; partner support during sequence building; simplified sequences with fewer elements initially
autism spectrum
- Provide visual schedule showing lesson structure and timings; clearly defined personal spaces marked with spot markers; warning before transitions ('in 2 minutes we will...'); quiet zone available if overstimulation occurs; allow use of headphones during independent practice if noise sensitivity; predictable routine for apparatus setup; social scripts for peer feedback interactions; advance notice of competition elements
visual impairment
- Use brightly coloured cones and apparatus for contrast; provide verbal descriptions of all demonstrations with detailed spatial information; allow touch-exploration of apparatus before use; buddy system with sighted peer for travelling activities; use auditory signals (tambourine/whistle) for directional cues; high-contrast floor tape for marking lanes and start lines
hearing impairment
- Ensure student can see teacher's face for lip-reading during all instructions; use visual demonstration extensively; establish clear hand signals for start, stop, and key commands; provide written instruction cards with sequence breakdowns; use visual timers; position teaching assistant or buddy to relay information; flashing light system for stop signal instead of whistle
physical disability
- Modify apparatus heights to accessible levels (lower platforms); allow seated or supported jumping activities focusing on arm drive and upper body; adapted triple jump: wheel-push, wheel-push, roll for wheelchair users; emphasis on technique observation and peer coaching roles; use of lighter equipment; extended time allowances; celebrate relative improvement rather than absolute performance
Cross-Curricular Links
English
Using technical vocabulary accurately in verbal feedback; listening skills during partner assessment; following multi-step instructions; presenting feedback clearly and constructively; understanding specialist terminology (elevation, dynamics, apparatus)
Maths
Measuring distances in hop, skip, jump competition (metres and centimetres); comparing distances using greater than/less than; calculating improvements across three attempts (subtraction); timing apparatus setup and pack-away (minutes and seconds); angles of take-off and trajectory
Science
Forces: generating upward force through leg extension; gravity affecting flight phase; force absorption during landing through bent knees; Newton's third law in take-offs (action-reaction pairs); kinetic and potential energy during jumps; centre of gravity and balance concepts
PSHE
Developing resilience through repeated attempts and competition; managing emotions during competitive situations; celebrating personal achievement; providing constructive feedback to peers; respecting others' abilities and efforts; self-reflection and honest self-assessment; setting personal challenges
Teacher Guidance
Positioning
During travelling activities: stand at edge with back to wall for full visibility. During apparatus work: circulate continuously spending 60-90 seconds per station. During demonstrations: central position where all students can see clearly. During competition: position where multiple lanes visible simultaneously.
Observation Focus
Warm-up: coordination, work rate, and power generation. Skill introduction: take-off technique, body shapes during flight, landing control. Apparatus: elevation achieved, landing quality, safety compliance. Competition: technique maintenance, competitive attitude, peer support.
Intervention Points
Immediate intervention required for: any apparatus safety rule violations, students attempting skills beyond capability, heavy/dangerous landings, collisions or near-collisions, signs of overexertion or distress, inappropriate competitive behaviour. Use freeze signal (single whistle) for whole-class intervention.
Demonstration Notes
Always demonstrate at full performance level first to show complete skill, then break down slowly emphasising key points. Use student demonstrations strategically to show variety and celebrate achievement. Demonstrate common errors clearly marked as incorrect (X) versus correct technique (✓). For complex sequences, demonstrate multiple times from different angles. Ensure all students can see demonstrations clearly - adjust positioning as needed.
Verbal Cues
- •'Explode upward!' - during take-offs
- •'Shape in the AIR!' - creating body shapes during flight phase
- •'Soft landings, bend those knees!' - landing technique
- •'Same, different, both!' - hop, skip, jump pattern reminder
- •'Push away from the apparatus!' - jumping from height
- •'Silent like a cat!' - landing quality expectation
- •'Drive your arms!' - generating power and momentum
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall or large gymnasium minimum 20m x 15m. High ceiling clearance (minimum 4m) essential for jumping from apparatus. Clear perimeter space for equipment storage during activity phases.
Surface Check
Clean, dry, non-slip surface essential. Check floor is free from dust, water, or any spillages before lesson. Wooden sprung floors ideal for landing impact absorption. Verify no damaged floor areas that could cause trips.
Equipment Safety
Safety Checks
- •Check all apparatus stability before student use - nesting tables must not wobble
- •Verify benches have no splinters or damaged edges
- •Check mats are intact with no tears, and foam is adequate thickness (minimum 20mm)
- •Ensure all mats lay flat with no curled edges creating trip hazards
- •Verify agility ladders are secured flat to floor or cones are stable
- •Check commando scramble obstacles are at safe height and secured
- •Confirm sufficient mats surround all apparatus (minimum 2m landing zone)
- •Test all apparatus before lesson - teacher should check stability personally
Risk Management
Key Risks
- •Falls from apparatus if landing areas inadequate or students lose balance
- •Collision between students during running/travelling phases
- •Impact injuries from heavy landings if technique poor
- •Trapped fingers during apparatus setup/pack-away if rushed
- •Sprains or strains from explosive jumping without adequate warm-up
- •Head injuries from falls off apparatus onto inadequate matting
- •Overexertion leading to muscle strain or fatigue-related accidents
Risk Mitigation
- •Comprehensive 12-minute dynamic warm-up before explosive activities
- •Progressive skill development: floor work before apparatus work
- •Explicit teaching of landing technique emphasising bent knees
- •Clear spatial awareness activities during running phases
- •Mandatory apparatus safety rules with zero tolerance for violations
- •Teacher supervision of apparatus setup/pack-away with timing challenge to maintain engagement without rushing
- •Adequate mat coverage surrounding all apparatus checked before use
- •Maximum apparatus heights appropriate for Year 8 (60-100cm)
- •Continuous teacher circulation during apparatus phases
- •Immediate intervention if unsafe practices observed
- •Differentiation allowing lower/safer options for less confident students
Supervision & Emergency Procedures
Supervision Points
- •Position at edge of activity area for full visibility during travelling activities
- •Circulate continuously between apparatus stations during main activity
- •Maintain clear sightlines to all six apparatus stations simultaneously
- •Observe landing areas to ensure no students walk through active zones
- •Monitor competition sections for excessive risk-taking behaviour
- •Watch for signs of fatigue that could compromise safety
- •Station self near highest apparatus during exploration phase
- •Supervise apparatus setup/pack-away actively, not passively
Emergency Procedures
Stop signal: single whistle blast = freeze immediately. Assess situation: minor injury = first aid on site, serious injury = send reliable student for additional adult support, call emergency services if required. Have first aid kit accessible at hall entrance. Know location of nearest telephone. Emergency exits clearly identified at start of lesson. Accident report form completed same day for any incidents.