Lesson 3 - Linking Flight Skills and Sequences
Flight Control & Composition
•Year 8
•Gymnastics
•Start Planning Better PE Lessons
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How can we combine different jumping and springing techniques to create fluid, controlled sequences that demonstrate mastery of flight?
Learning Objectives
- Link multiple gymnastics skills to perform cohesive actions and sequences of movement
- Execute landings with soft knees and strong symmetrical positions consistently
- Apply cat spring technique to mount and dismount apparatus safely and with control
Key Outcomes
- Students will create and perform sequences linking at least 3 flight-based skills with controlled landings
- Students will demonstrate correct landing technique in 80% of attempts
- Students will safely navigate apparatus using flight skills including cat springs
Equipment & Resources Required
Initially 1 per student for warm-up, then redistribute to groups of 4 with 5 spots each
Alternative: Cones, bean bags, or taped crosses on floor
Positioned with safe space around each (minimum 2m clearance). Hooks secure, rubber feet stable
Alternative: Low balance beams or sturdy planks on low supports
Positioned at both ends of benches and around apparatus. Check for tears or gaps
Alternative: N/A - mats are essential for safety
Start with lowest height (15-20cm), progress to 30cm for confident students. Place on mats
Alternative: Folded mats, foam wedges, stable benches on lowest setting
Visible to teacher for warm-up intervals and apparatus setup timing
Alternative: Smartphone timer, wall clock with second hand
Laminated cards showing equipment placement for each group's apparatus station
Alternative: Verbal instructions with demonstrations
Key Vocabulary
A two-footed take-off with hands placing on apparatus first, followed by legs springing over to land on feet
A series of connected gymnastics movements performed smoothly one after another with clear start and finish positions
Landing with knees bent to approximately 90 degrees to absorb impact safely and protect joints
A balanced body position where both sides mirror each other exactly (e.g., feet together, arms matched)
The technique used to get onto a piece of apparatus safely and with control
The controlled method of leaving apparatus, always finishing with a stable landing
The continuous flow of movement that keeps you moving smoothly from one skill to the next
A body shape where you bend at the hips with straight legs, folding your body in half
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing technique from Year 7
- Understanding of body tension and control in flight
- Experience with simple apparatus work
- Knowledge of symmetrical and asymmetrical shapes
Current Skills
- Linking multiple flight skills into coherent sequences
- Advanced landing technique with emphasis on knee flexion and symmetry
- Cat spring technique for mounting and dismounting
- Incorporating direction changes within sequences
Next Steps
- Complex apparatus combinations with partner work
- Twisting and rotating movements in flight
- Synchronized group sequences
- Competition-standard routine development
Milestone Indicators
Key Teaching Points
- Soft landings are fundamental to all gymnastics flight work - knees must bend to approximately 90 degrees on every landing to absorb impact and protect joints. Use constant verbal cues 'soft knees!' and stop activity to correct hard landings immediately
- Symmetrical landing position (feet together, arms balanced) demonstrates control and completes skills properly. Asymmetrical landings indicate loss of balance or poor technique. Cue: 'Feet glued together!'
- Every gymnastics sequence must have clear start and finish positions held for 3 seconds - this shows intentional movement and control, distinguishing performance from random movement
- Cat spring technique breakdown: hands plant first on surface, hips pike upward, strong shoulder push creates spring action, legs spring through to land beyond hands with feet together. Common error: trying to jump rather than using shoulder push
- Linking skills smoothly requires maintained momentum and controlled transitions - students should flow from one skill to the next without long pauses or loss of balance. Quality transitions make sequences coherent
- Direction changes within sequences develop spatial awareness and make sequences more interesting - must be deliberate (minimum 45-degree turn), not accidental drifting
- Safety in apparatus work is non-negotiable: no running ever, correct carrying procedures (4 people per bench), mats at all landing zones, appropriate spacing between stations (3m minimum). Rules are absolute, consequences consistent
Common Misconceptions
- MISCONCEPTION: 'Jumping higher is better than controlled jumping.' CORRECTION: Height without control is dangerous. Emphasise that quality, controlled jumps with perfect landings are the goal. Say: 'Low and controlled beats high and messy every time!'
- MISCONCEPTION: 'You have to be naturally gymnastic to do cat springs.' CORRECTION: Cat springs are a learned skill using technique, not just natural ability. Break down into steps, allow floor-level practice, celebrate small progressions. Say: 'Everyone can learn this with practice - start small, build up!'
- MISCONCEPTION: 'Stiff legs make you jump higher/further.' CORRECTION: Stiff legs on landing cause injury and show poor technique. Demonstrate the shock absorption of bent knees vs. jarring impact of straight legs. Say: 'Your knees are shock absorbers - use them!'
- MISCONCEPTION: 'Sequences have to be complicated to be good.' CORRECTION: Simple sequences performed with excellent technique, clear positions, and smooth linking are far superior to complex sequences done messily. Say: 'Three skills done beautifully beats ten skills done badly!'
- MISCONCEPTION: 'Apparatus work is just about getting across/over the equipment.' CORRECTION: Apparatus is a tool for developing skills - focus is on technique, control, and quality of movement, not just completion. Say: 'It's not about finishing first, it's about moving brilliantly!'
- MISCONCEPTION: 'If I can't do something first try, I'm not good at it.' CORRECTION: Gymnastics skills require practice and repetition. Normalize struggle and celebrate persistence. Say: 'Making mistakes means your brain is learning - that's brilliant!'
SEN Adaptations
ADHD
- Short, focused activities with clear end points - lesson structure supports this with varied sections; regular movement breaks built into lesson; clear, concise instructions - one step at a time, check understanding before proceeding; fidget tools available during instruction time if helpful; use of high-energy activities (jumping, leapfrog) to channel energy positively; frequent positive feedback and rewards for on-task behaviour; visual timers showing time remaining for activities; allow leadership roles (demonstrating, equipment monitor) to build investment; minimise waiting time - keep all students active; provide movement-based transitions (crab walk) between sections
dyspraxia
- Larger, more visible equipment - bigger spots, brightly coloured markers; reduce complexity of sequences - start with 2-3 skills rather than 5+; extended practice time on each skill before combining; break down skills into smaller micro-steps with practice of each; use of verbal cues and rhythm (counting) to support timing; allow use of wall/support for balance activities; simplified cat springs - floor level only may be appropriate throughout; provide demonstrations multiple times; buddy support from coordinated peer for modelling; allow over-learning (more repetitions) before progressing; celebrate effort and small improvements, not just end product; provide visual/physical guides (e.g., tape on floor showing where to place hands for cat spring)
autism spectrum
- Visual schedule showing lesson structure and timings displayed prominently - use photos or symbols; clear, concrete language avoiding idioms or ambiguous phrases; advanced warning of transitions ('In 2 minutes we will...'); quiet zone available if sensory overwhelm occurs (corner with mat, minimal stimulation); consistent routines each lesson (same warm-up structure, same apparatus groups); reduce unpredictability - show apparatus setup before lesson if possible; social stories about leapfrog/partner work if this causes anxiety; allow sensory breaks (student can request time out); provide ear defenders if whistle/noise sensitivity; clear success criteria with visual checklist student can tick off
visual impairment
- Use bright, high-contrast spots/markers for floor work; verbal descriptions of all demonstrations with detailed step-by-step breakdown; buddy system with sighted partner for swamp challenge and apparatus work; tactile exploration of apparatus before use (guided tour touching benches, mats, boxes); verbal countdowns before activities start ('Starting in 3, 2, 1...'); teacher uses consistent verbal cues and student's name before giving individual feedback; reduce apparatus complexity - use single bench rather than multi-apparatus stations
hearing impairment
- Visual demonstrations essential - all instructions shown not just spoken; use British Sign Language if student uses BSL, or clear lip-reading positioning (face student, good lighting); visual signals for stop/start (hand raised, lights flash if available); written/pictorial instruction cards for sequence structure displayed on wall; buddy with hearing peer who can relay instructions; ensure student positioned where they can see teacher at all times; vibrating timer as alternative to whistle for stop signals; exaggerated facial expressions and gestures to convey meaning
physical disability
- Wheelchair users: adapted sequences using wheelchair movement skills - spinning, direction changes, controlled stopping as 'landings'; use upper body flight skills (wheelchair wheelies if safe and student skilled); modified cat springs using arms only or supported positions; Mobility aids: if using crutches/walker, focus on upper body flight skills, seated jumping exercises on bench; adapted apparatus - lower heights, wider bases, additional support rails; Reduced coordination: larger, softer equipment (bigger balls for any extensions), simplified sequences with fewer components, extended practice time; allow seated versions of balancing activities; peer/adult support during transitions
Cross-Curricular Links
English
Speaking and listening: partner discussions (what helps momentum?), providing peer feedback during demonstrations develops oracy skills; Technical vocabulary: introduction and use of specific terms (cat spring, symmetrical, sequence, pike, momentum) builds subject-specific vocabulary; Following instructions: multi-step instructions for sequences and activities develops listening comprehension and instruction-following; Describing movement: when providing feedback or self-assessing, students use descriptive language to articulate movements and technique
Maths
Counting and recording: students count jumps in 30-second intervals, developing rapid mental counting and recording of scores; Timing and measurement: using stopwatch for apparatus setup challenge introduces time measurement and improvement calculations (e.g., 'We took 3:15, record is 3:20, we need to save 5 seconds'); Angles and direction: direction changes in sequences involve understanding of 90-degree turns, 180-degree rotations; Spatial reasoning: apparatus setup requires understanding of spacing (3m between stations), area calculations (fitting 6-8 stations in available space)
Science
Forces in action: flight involves understanding gravity, take-off force, air resistance, landing impact forces; joints and movement: flexion and extension of knees, hips, ankles during jumping and landing demonstrates joint function; Muscles and movement: identifies muscles working during cat springs (shoulders, core, hip flexors), balancing (core, stabilizers), jumping (quadriceps, glutes, calves); Circulatory and respiratory systems: warm-up activities raise heart rate - opportunity to discuss cardiovascular response to exercise, breathing rate changes, oxygen delivery to muscles; Levers in the body: cat spring demonstrates third-class lever system (shoulder as fulcrum, muscle as effort, hand as load)
Computing
Algorithms and sequences: creating gymnastics sequences mirrors algorithmic thinking - specific order of steps, start/finish points, decision-making about what comes next; Debugging: when sequences don't work smoothly, students 'debug' by identifying which skill/transition needs adjustment, parallels coding debug process; Decomposition: breaking down complex movements (cat spring) into component parts (hand placement, hip pike, shoulder push, leg spring, landing) mirrors computational thinking skill of decomposition
PSHE
Teamwork and cooperation: swamp challenge requires communication, planning, shared responsibility; apparatus setup/pack-away develops collective responsibility for safety and environment; Resilience and perseverance: challenging skills like cat springs and hands-only balance develop resilience when initial attempts fail - learning from mistakes, trying again; Self-awareness: self-assessment with thumbs system encourages honest reflection on own abilities, understanding personal strengths and areas for development; Leadership: opportunities to lead during group tasks, demonstrate for peers, support others during leapfrog; Fair play and respect: taking turns during apparatus work, being a safe and supportive partner during leapfrog, audience respect during peer demonstrations
Teacher Guidance
Positioning
Constant mobility essential - never static. During warm-up: central position with clear sightlines to all students. During skill development: circulate between bench stations, spending 20-30 seconds at each to observe and coach. During apparatus work: prioritise highest-risk stations (cat springs, height work), but maintain awareness of all groups through regular 360-degree scans. During cool-down: position to see both leapfrog groups simultaneously. General rule: if you can't see a student, move until you can
Observation Focus
Triple focus at all times - 1) SAFETY: scan for unsafe practice, fatigue, equipment issues, spacing problems; 2) TECHNIQUE: observe landing quality (bent knees, symmetry), skill execution, sequence development against success criteria; 3) ENGAGEMENT: note students struggling, excelling, disengaged, or demonstrating leadership. Prioritise safety above all - stop activity immediately if unsafe practice seen. Use 'sweep and focus' technique: regular sweeps of whole class for safety, then focus on individuals/groups for technique coaching
Intervention Points
Immediate intervention required for: unsafe apparatus work, hard landings (stop and correct), equipment rule-breaking, unsafe leapfrog technique (hands on head/neck), students attempting skills beyond ability. Planned intervention for: students struggling with skill development (provide differentiation, support, simplified version), students not engaging (check understanding, offer challenge/support as needed), students mastering quickly (provide extension tasks). Balance whole-class instruction with individual/group coaching - use freeze/stop signals to address whole class when common issues observed
Demonstration Notes
Demonstrate often and with exaggeration for clarity. For technical skills (cat spring, landing technique): perform in slow motion first, breaking down each phase with verbal commentary, then full speed. Use student demonstrations strategically - select range of abilities, not just 'best', to show that success looks different for different students. When demonstrating, position so all students can see clearly - semi-circle formation ideal. For complex sequences: demonstrate while describing - 'Now I'm mounting with a jump-tuck, landing softly, now low-level roll...' commentary creates understanding. Demonstrate both correct technique AND common errors (showing what NOT to do) - makes success criteria explicit. For leapfrog: demonstrate with confident student volunteer to show partnership, emphasise safety points during demonstration
Verbal Cues
- •'Soft knees!' - reminder for landing technique, used frequently throughout lesson
- •'Find space!' - when students too close together during jumping activities
- •'Hold it - one, two, three!' - for start and finish positions in sequences
- •'Feet glued together!' - reminder for symmetrical landings
- •'Eyes forward, not down!' - body alignment during jumping
- •'Push through shoulders!' - key cue for cat spring technique
- •'Low and quick!' - when students jumping too high and losing rhythm
- •'Show me control!' - general cue for quality over speed/height
- •'Safety first, always!' - reinforcement during apparatus work
- •'Challenge yourself, but stay safe!' - encourages appropriate risk-taking
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m for class of 30 students (sports hall or large gymnasium). Clear height of 4m+ for safe jumping and apparatus work. Perimeter clear of obstacles with minimum 2m safety zone around walls. Adequate space between apparatus stations (3m minimum) to prevent inter-station collisions
Surface Check
Dry, clean, non-slip floor surface essential. Check for: wet patches (immediate hazard), debris, damage to floor (cracks, splinters). Appropriate surface for gymnastics: sprung floor ideal, hard floor acceptable with adequate matting, outdoor surfaces unsuitable for this lesson. Pre-lesson walk-through to identify and remove trip hazards
Equipment Safety
Safety Checks
- •Spots/floor markers: placed flat, no curled edges creating trip hazards; non-slip base where possible
- •Gymnastics benches: check hooks secure, rubber feet intact, no cracks/splinters in wood, stable when weight applied, appropriate height for year group
- •Mats: check for tears, holes, or worn areas; ensure no gaps between mats at landing zones; mats lie flat without curling edges; adequate thickness (minimum 25mm for landing mats)
- •Low objects for cat springs: stable and won't move when hands placed on them; appropriate height progression (15cm, 20cm, 30cm); foam blocks preferred for safety; positioned only on mats, never hard floor
- •All equipment must have passed school safety inspection within last 12 months - check labels/records
Risk Management
Key Risks
- •Collisions between students during jumping activities - particularly during warm-up spot jumping and apparatus work
- •Falls from apparatus - benches, boxes, wall bars - especially during dismounts or when attempting skills beyond ability
- •Impact injuries from hard landings - knees, ankles, wrists vulnerable if landing technique poor
- •Strain injuries from leapfrog - neck/back of base person if head not tucked; wrist/shoulder of leaper if hands placed incorrectly
- •Equipment-related injuries - benches tipping if not secure, mats sliding causing falls, objects moving during cat springs
- •Overexertion - excessive jumping can cause fatigue-related injuries; muscle strains if inadequate warm-up
Risk Mitigation
- •Clear boundaries and spacing established before all activities - minimum 2m between students for jumping; 3m between apparatus stations
- •Progressive skill building throughout lesson - simple jumps → bench jumps → cat springs → apparatus sequences; no skill attempted without foundation
- •Constant reinforcement of soft landing technique - 'bent knees' cue repeated throughout lesson; stop activity to correct hard landings immediately
- •Explicit safety instructions for leapfrog with demonstration - head tucked, hands on back only, stable base position; active monitoring during activity
- •Apparatus rules clearly stated and enforced - no running, correct carrying procedures, setup/pack-away supervision; penalties for rule-breaking
- •Teacher-controlled progressions for cat springs - start at floor level, gradually increase height only when technique secure; right to veto unsafe attempts
- •Adequate matting at all landing areas - double mats at high-impact zones; no landings permitted on hard floor
- •Differentiation ensures all students work at appropriate level - support options available; no pressure to attempt beyond capability
- •Regular hydration breaks if needed (not explicit in lesson but teacher discretion in warm weather)
- •Emergency stop signal established - specific word/whistle that means immediate freeze
Supervision & Emergency Procedures
Supervision Points
- •Teacher position: constantly mobile, never stationary; position to see all students with regular 360-degree scans
- •During apparatus work: prioritise supervision of highest-risk activities (cat springs onto apparatus, dismounts from height)
- •Monitor fatigue levels: watch for students showing reduced control, coordination, or concentration - intervene with rest breaks
- •Identify students taking unsafe risks (excessive height, showing off) - immediate intervention and redirection to safe practice
- •Active listening for concerning sounds: heavy landings, equipment moving, collisions - investigate immediately
- •Supervision during setup/pack-away: arguably highest risk time - enforce rules strictly, position to see all equipment movement
- •If teaching assistant available: station at highest-risk apparatus group; if not, teacher must prioritise circulation to all areas
Emergency Procedures
STOP signal: whistle blown continuously means all students freeze immediately where they are safely (not mid-jump). ASSESS: teacher approaches incident, evaluates severity. MINOR (small bump, brief discomfort): student sits out briefly, monitored, returns when ready. MODERATE (suspected strain, ongoing pain): student sits out remainder of lesson, ice/support applied, parents informed. MAJOR (suspected fracture, head injury, unconsciousness): 999 called immediately, first aider summoned, students moved to safe area away from incident, senior leadership informed. All incidents recorded in school accident book. Teacher maintains control of remaining students throughout emergency. Pre-lesson check: first aid kit location known, emergency contact access available