Flight Control & Composition
•Year 8
•Gymnastics
•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
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
Understanding where pupils are coming from and where they're going
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)
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
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
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
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.
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.
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.
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.
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.
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.
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.
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