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