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Lesson 5 - Graceful Flight & Feedback

Flight Control & Composition

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Year 8

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Gymnastics

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1h 24min

Big Question

How can we use technical language to help others perfect their gymnastics performance?

Learning Objectives

Evaluate peer performances using correct gymnastics technical terminology
Create smooth, graceful transitions between jumps using varied pathways
Demonstrate understanding of dynamics and canon in gymnastics sequences

Key Outcomes

Students will provide detailed peer feedback using technical vocabulary
Students will perform linked flight sequences with controlled transitions
Students will create and perform canon routines with varied dynamics

Equipment & Resources Required

Gymnastics Mats

minimum 12-15

Pre-assign apparatus stations for groups of 3-4 students

Alternative: Sturdy benches or low platforms if dedicated apparatus unavailable

Low Obstacles for Cat Springs

9 (foam blocks, low benches, or peers in stable positions)

Distributed in floor work area with adequate spacing (3m between stations)

Alternative: Rolled mats, foam wedges, or low boxes (30-40cm height)

Stopwatch

Teacher controlled for timing apparatus setup challenges

Alternative: Smartphone timer or wall clock with second hand

Sun Markers

1 set

Display key technical terms for reference during peer evaluation

Alternative: Printed cards with technical vocabulary

Key Vocabulary

Graceful

Moving with smooth, controlled, elegant motion without jerky or rushed movements

Transitions

The linking movements between skills that connect one element smoothly to the next

Pathways

The directional routes travelled through space - straight, curved, zigzag, or circular

Dynamics

The variations in speed, energy, force and level that make gymnastics sequences interesting

Canon

A performance where the same movement is performed by different people at staggered times, like a Mexican wave

Step and Sweep

A turning technique where you step forward with a straight leg and sweep the opposite arm across your body to lead the turn

Cat Spring

A jump where hands and feet push off simultaneously with a tucked or arched body position in flight

Pike

A body position with legs straight and together, bent at the hips with upper body reaching toward legs

Straddle

A body position with legs spread wide apart, either in front-to-back split or side-to-side split

Technical Language

The specific vocabulary used in gymnastics to describe skills, body positions and performance qualities accurately

Skill Progression Pathway

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

Prior Learning

Basic gymnastics vocabulary from previous units
Fundamental jumping and landing techniques
Experience working safely with apparatus
Understanding of basic flight principles

Current Skills

Using technical language for peer evaluation
Creating graceful transitions between jumps
Performing cat springs with control
Choreographing canon sequences with dynamics
Executing step-and-sweep turning techniques

Next Steps

Advanced apparatus work with complex flight patterns
Creating extended sequences with multiple dynamics
Leading group choreography with refined evaluation skills
Applying flight principles to other gymnastics disciplines

Milestone Indicators

Consistent use of at least 5 technical terms during peer evaluation

Smooth transitions visible between all jumps in sequence

Synchronised canon performance with clear dynamic variations

Confident execution of cat springs over low apparatus

Key Teaching Points

Technical vocabulary must be explicitly taught, modelled, and reinforced throughout lesson - display key terms visibly and reference constantly during peer evaluation
Step-and-sweep turn technique requires precise breakdown: straight stepping leg, pointed toe, arm sweep to opposite shoulder, arm leads 90-degree turn - demonstrate slowly multiple times
Cat spring success depends on simultaneous hand and foot push-off - use exaggerated demonstrations showing this key moment clearly
Transitions should be completely smooth with no visible pauses - contrast stop-start sequences with flowing ones to highlight difference
Canon timing requires clear understanding of staggered starts - use simple demonstrations (3 students, one jump) before complex apparatus routines
Peer evaluation quality depends on specific observations not general comments - model technical feedback extensively and insist on specificity
Safety during apparatus work requires constant teacher vigilance - position for maximum visibility and circulate continuously, especially during advanced attempts
Differentiation must be explicit and optional - avoid peer pressure by clearly stating 'only if safe and within your ability' for extension challenges
Group dynamics in threes require facilitation - monitor for inclusion and equal contribution, intervene if one student dominating decisions
Self-assessment provides valuable learning data - create non-threatening environment where honest reflection is valued over false confidence

Common Misconceptions

Misconception: 'Dynamics only means fast and slow' | Reality: Dynamics include speed, energy/force, level, and quality of movement - all contribute to interesting sequences | Correction: Demonstrate same movement with variations in all four dynamic elements, explicitly labelling each
Misconception: 'Canon means everyone doing the same thing together' | Reality: Canon is the same movement performed at staggered times like a Mexican wave | Correction: Use simple whole-class demonstration where students see clear time delay between performers starting
Misconception: 'Technical language is just fancy words for showing off' | Reality: Technical vocabulary allows precise communication that helps others improve specific aspects of performance | Correction: Show contrast between vague feedback ('that was good') and specific technical feedback ('your pike showed excellent hip flexion with straight legs') and discuss which is more helpful
Misconception: 'Transitions are just the gaps between skills' | Reality: Transitions are intentional choreographed movements that enhance flow and change pathways | Correction: Demonstrate sequence with no transitions (obvious stops) versus same skills with graceful step-and-sweep transitions to show artistic difference
Misconception: 'Cat springs are just jumps with your hands down' | Reality: Cat springs require simultaneous hand and foot push-off creating specific spring quality | Correction: Show jump with hands touching floor but feet pushing first (not cat spring) versus true simultaneous push-off (cat spring) to highlight distinction
Misconception: 'Peer evaluation is about finding faults' | Reality: Effective evaluation identifies strengths to celebrate and specific areas for refinement using technical understanding | Correction: Model feedback structure: 'I observed [technical strength] which was excellent. One refinement could be [specific technical improvement]'
Misconception: 'The harder the skill, the better the performance' | Reality: Quality execution of appropriate skills with artistry and dynamics creates better performances than poorly executed difficult skills | Correction: Show two sequences - one with advanced skills done poorly, one with simpler skills performed beautifully - discuss which was more effective and why

SEN Adaptations

ADHD

Break activities into shorter segments with clear endpoints and frequent changes. Provide immediate specific feedback to maintain focus. Use visual timers showing time remaining for each activity. Offer leadership roles to channel energy positively - demonstration, equipment organisation. Build in brief movement breaks between seated instruction. Keep instructions concise and supported by visual demonstration. Provide fidget tools during peer observation tasks.

dyspraxia

Simplify step-and-sweep turn to basic step-and-quarter-turn initially. Provide additional practice time for complex sequences. Use larger, more stable apparatus for initial attempts. Offer hand-over-hand guidance for unfamiliar movements. Break skills into smaller component parts with mastery of each before combining. Use visual markers on floor to guide pathway planning. Partner support during group choreography to reduce organisational load.

autism spectrum

Provide visual schedule showing lesson structure and timing for each section. Establish clear routines for apparatus setup and pack-away with step-by-step visual checklist. Offer quiet space option if sensory overload occurs. Pre-teach technical vocabulary before lesson. Use consistent language and instruction patterns. Provide advance warning before activity changes. Allow extra processing time for peer feedback tasks.

visual impairment

Use brightly coloured apparatus and mats with high contrast. Provide tactile markers for apparatus positions. Assign sighted peer buddy for spatial guidance. Give verbal descriptions of all demonstrations with detailed positional information. Use physical guidance for step-and-sweep turn technique. Provide audio cues for canon timing rather than visual.

hearing impairment

Ensure student has clear view of teacher's face for lip-reading. Use visual demonstrations extensively rather than verbal instructions. Provide written instruction cards with key points and technical vocabulary. Assign peer buddy to tap shoulder for attention during activities. Use visual signals for stop/start (lights, hand signals, flags). Display technical vocabulary on whiteboard throughout lesson for reference.

physical disability

Adapt cat springs to seated springs from bench or chair with hand push-off. Modify apparatus work to accessible equipment - low tables instead of high boxes. Use partner-assisted turns where independent turning difficult. Reduce range of movement in step-and-sweep turn to achievable angles. Provide alternative evaluation role - lead observer and feedback coordinator. Ensure wheelchair-accessible pathways between apparatus stations.

Cross-Curricular Links

English

Technical vocabulary development - precise use of subject-specific terminology (graceful, dynamics, canon, pike, straddle). Verbal evaluation skills - articulating observations clearly and constructively. Descriptive language - explaining movement quality using appropriate adjectives. Listening skills - following complex multi-step instructions, responding to peer feedback.

Maths

Angles in turns - 90-degree step-and-sweep rotations, 180-degree pathway changes. Timing in canon - calculating stagger intervals, measuring sequence duration. Spatial reasoning - planning pathways and formations, calculating safe spacing between apparatus stations. Symmetry and asymmetry in body shapes and group formations.

Science

Forces in gymnastics - push and pull forces in jumps, gravity and flight, friction between hands/feet and apparatus surfaces. Body systems during exercise - cardiovascular response to warm-up and cool-down, muscular contractions in jumps, breathing rate changes. Levers in the body - application of effort, load, and fulcrum during step-and-sweep turns.

Drama

Performance skills - starting and finishing positions, performing with intention and focus, audience awareness. Canon technique - understanding staggered timing used in both drama and gymnastics. Dynamics - exploring speed, energy, and level variations in movement. Evaluation - giving and receiving constructive feedback on performance quality.

PSHE

Collaborative working - sharing ideas respectfully, inclusive group dynamics, valuing all contributions. Resilience and growth mindset - responding constructively to feedback, persevering with difficult skills, appropriate risk-taking. Communication skills - giving constructive feedback, using appropriate technical language, non-verbal communication in grouping game. Self-awareness - honest self-assessment, recognising own strengths and areas for development.

Teacher Guidance

Positioning

Central position during whole-class instruction for equal sight-lines to all students. During group work, circulate constantly with priority observation on apparatus and advanced skills. Position at angles to view multiple groups simultaneously. Stand outside dance area when groups performing to avoid blocking peer observers' view.

Observation Focus

Watch for: 1) Technical accuracy - straight legs in pike, 90-degree turns, simultaneous push-off in cat springs; 2) Safety compliance - controlled landings, appropriate apparatus use, spatial awareness maintained; 3) Transition quality - smooth flow versus stop-start between elements; 4) Peer interaction - quality of technical feedback, inclusive collaboration; 5) Dynamic variation - visible changes in speed, level, energy across sequences.

Intervention Points

Step in immediately if: unsafe practice observed (straight-leg landings, unstable apparatus); students attempting skills beyond capability; peer feedback becoming negative rather than constructive; group dynamics excluding members; fatigue affecting technique; any sign of distress or injury. Pause activity, address issue, reinforce expectations, resume when safe.

Demonstration Notes

Demonstrate: Use student demonstration wherever possible to build confidence and provide peer models. When demonstrating yourself, use exaggerated movements to ensure visibility from all angles. Break complex skills into component parts - show slowly first, then full speed. Use contrasting demonstrations (good technique vs common mistake) to highlight key points. For step-and-sweep turn, physically walk through pointing out straight leg, arm sweep to shoulder, arm leading turn. For cat spring, show side-on view for simultaneous push-off visibility. Narrate demonstrations with technical vocabulary to reinforce terminology.

Verbal Cues

•'Soft knees on landing - bend and absorb!'
•'Use your technical words - what specifically did you observe?'
•'Graceful means smooth and controlled - show me!'
•'Canon means staggered timing - person two waits for person one's first element!'
•'Step with a straight leg, sweep that arm across - lead the turn!'
•'What dynamic are you choosing - speed? Level? Energy?'
•'Simultaneous push - hands and feet together on cat spring!'
•'Eyes forward, body tension, show me you're ready to perform!'
•'That's excellent - now tell them specifically what was excellent using our technical vocabulary!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space clear of obstacles. Apparatus work requires 5-metre spacing between stations. Floor work area minimum 10m x 10m for group sequences.

Surface Check

Dry, even, non-slip surface essential. Check for splinters on wooden apparatus. Ensure all mats lie flat with no curled edges or gaps between mats.

Equipment Safety

Safety Checks

•Inspect all apparatus before lesson - check stability, no loose parts, weight limits appropriate for Year 8
•Ensure mats are adequate thickness (minimum 32mm) and in good condition with no tears
•Low objects for cat springs maximum 40cm height and stable (foam blocks secured, benches locked)
•Apparatus setup checked by teacher before student use - no movement when pressure applied

Risk Management

Key Risks

•Falls from apparatus - particular risk during cat springs over equipment
•Collisions during group sequences - multiple students moving in shared space
•Impact injuries from poor landing technique - especially after jumps from height
•Apparatus collapse if incorrectly assembled or unstable
•Overstretching during turns and transitions - muscle strain risk
•Peer pressure leading to attempts beyond capability

Risk Mitigation

•Progressive skill building - floor work before apparatus, basic before advanced
•Clear movement boundaries established for each group - no overlapping work zones
•Differentiated challenges explicitly offered - students choose appropriate level without pressure
•Mats positioned at all landing zones with adequate coverage (minimum 1-metre beyond landing area)
•Constant teacher circulation during apparatus work with clear sightlines to all stations
•Paired apparatus setup and pack-away - no solo carrying of heavy equipment
•Stopwatch challenge for setup emphasises safety rules compliance not speed alone
•Explicit safety reminders before each new activity phase
•Stop signal established and tested - hand up, whistle, or call

Supervision & Emergency Procedures

Supervision Points

•Position centrally during group work to maintain visual contact with all stations
•During apparatus work, circulate constantly prioritising advanced attempts requiring closer monitoring
•Station yourself at corner angles to maximise field of view across multiple apparatus
•Monitor energy levels - intervene if fatigue affecting safety
•Watch for peer pressure dynamics - ensure extension challenges are truly optional
•Particular attention to cat spring attempts over objects or apparatus - be within 2 metres

Emergency Procedures

Immediate stop on signal. Assess injury severity. If minor - first aid and rest. If significant - secure scene, send reliable student for first aider/SLT, provide appropriate care, complete accident report. Class managed by TA or neighbouring teacher if extended first aid needed.