Lesson 4 - Partner Flight and Apparatus Work
Flight Control & Composition
•Year 8
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can working with a partner enhance your flight and apparatus skills in gymnastics?
Learning Objectives
- To use apparatus to mount and dismount in imaginative and controlled ways
- To create partner sequences involving elements of flight with synchronisation
- To demonstrate personal challenge and self-improvement through competitive activities
Key Outcomes
- Students will perform safe and controlled mounts and dismounts on various apparatus
- Students will create and refine partner sequences incorporating flight elements
- Students will assess their own progress and challenge themselves to improve
Equipment & Resources Required
Arranged around hall perimeter with clear approach and landing zones, various heights for differentiation
Alternative: Portable benches, crash mats, wall bars if available
Doubled up under apparatus, single mats for queuing and floor work areas
Alternative: Crash mats for higher apparatus, carpet tiles for basic floor work
Keep accessible for timing apparatus setup challenge
Alternative: Mobile phone timer, wall clock with second hand
Mark each apparatus station for group allocation
Alternative: Numbered bibs, coloured hoops, laminated station cards
Key Vocabulary
When partners perform the same movement one after the other, like a round in music
When partners perform exactly the same movement at exactly the same time
A flight movement where one person jumps over another who is in a crouched position
The controlled way of getting onto apparatus from the floor
The controlled way of getting off apparatus back to the floor
A roll performed with body straight and arms extended overhead
A roll performed with body in a curved dish shape, shoulders and legs lifted
A series of movements performed in a specific order with smooth transitions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic movements including rolls and balances
- Understanding of safe apparatus handling
- Individual flight movements and controlled landings
- Awareness of levels and directions in movement
Current Skills
- Partner flight sequences with leapfrog techniques
- Creative mounting and dismounting on apparatus
- Synchronised movements in canon and unison
- Self-assessment and goal-setting for improvement
Next Steps
- Advanced partner balances incorporating counter-balance
- Complex sequences combining multiple apparatus stations
- Choreographed group routines with flight elements
- Competition preparation and performance skills
Milestone Indicators
Key Teaching Points
- Safety is non-negotiable: establish and enforce clear apparatus rules from the start using the stopwatch challenge to make safety engaging
- Partner work requires explicit teaching of trust and communication - model what good partnership looks like and intervene when it breaks down
- Canon and unison are abstract concepts - use clear demonstrations with exaggerated timing, repeated examples, and student demonstration to embed understanding
- Quality landing technique (bent knees, balanced finish) must be emphasised throughout every activity to prevent injury and build good habits
- Peer assessment needs scaffolding - provide specific criteria, sentence stems, and model good feedback; two stars and a wish keeps it constructive
- Apparatus work should be progressive: floor exploration, low apparatus, then higher apparatus as confidence and control improve
- Self-challenge is personal - create culture where improvement is celebrated over absolute achievement; thumb self-assessment builds metacognition
Common Misconceptions
- Misconception: 'Canon means doing it at the same time' - Clarify: Canon is one after another like a round in music; unison is at the same time. Use visual timeline or actual music round to demonstrate difference
- Misconception: 'Higher jumps and apparatus are always better' - Clarify: Control and technique at appropriate level shows greater skill than uncontrolled work at high level; progression must be earned through demonstrated control
- Misconception: 'The base partner in leapfrog should be as small as possible' - Clarify: Stable, flat-backed position is what matters; taller base partners can create more stable platform; match partners by confidence not size
- Misconception: 'Landing with straight legs shows power' - Clarify: Bent knee landing absorbs force safely and shows control; straight legs cause injury and demonstrate poor technique; demonstrate jarring effect of straight-leg landing
- Misconception: 'Speed in apparatus setup shows competence' - Clarify: Safe, controlled setup with zero penalties is the goal; speed without safety fails the challenge; quality setup prevents accidents and shows real competence
SEN Adaptations
ADHD
- Short, varied activities with clear time boundaries; frequent movement opportunities built in; immediate feedback and positive reinforcement; clear visual and verbal boundaries; leadership roles during activities to maintain focus; movement breaks disguised as demonstrations; fidget-friendly roles like measurer or observer
dyspraxia
- Extended practice time for complex sequences; simplified movement patterns with fewer elements; larger, stable apparatus for easier mounting; verbal counting to support timing in canon/unison; physical prompts for body positioning; reduce speed requirements; focus on personal improvement not comparison
autism spectrum
- Visual schedule showing lesson structure and timings; clear, predictable routines for apparatus setup; quiet zone available if overstimulated; concrete success criteria with visual examples; advance warning of transitions between activities; consistent language and signals; minimal unexpected changes
visual impairment
- Use bright coloured mats to define apparatus zones; provide verbal descriptions during all demonstrations; buddy system with sighted partner; tactile exploration of apparatus before use; audible signals for grouping activities instead of visual numbers; position near teacher for instructions
hearing impairment
- Ensure student can see teacher's face for all instructions; use visual signals for 'Rats and Rabbits' (coloured cards instead of words); written or pictorial success criteria displayed; demonstration emphasis over verbal explanation; vibrating timer or visual light signal for apparatus challenges; BSL interpreter if available
physical disability
- Wheelchair-accessible apparatus work using ramps or low-level equipment; seated versions of bunny hop and cat spring using arm movements; adapted leapfrog with rolling ball over partner instead of jumping; modify hop-skip-jump to wheelchair racing or adapted jumping; peer support for apparatus setup; differentiated height expectations
Cross-Curricular Links
English
Technical vocabulary development - canon, unison, mount, dismount; giving clear verbal feedback; listening skills during demonstrations; non-verbal communication in silent grouping activity
Maths
Measuring distances in hop, skip, jump using foot lengths - units of measurement, comparison, recording data; timing apparatus setup - time in seconds, target-setting, improvement percentages; counting in canon sequences - pattern recognition, numerical sequence
Science
Forces in flight - gravity, upward thrust, air resistance; levers and pivots in leapfrog and apparatus mounting; muscular system during explosive movements; heart rate changes from rest to activity to recovery; Newton's laws of motion in jumping and landing
Geography
Spatial awareness and use of levels (low, medium, high); directional language in movement; mapping routes through apparatus stations
PSHE
Trust and communication in partner work; resilience when challenging self; honest self-assessment and growth mindset; inclusive behaviour during grouping activities; managing emotions in competitive situations; celebrating others' success
Teacher Guidance
Positioning
During warm-up: stand at centre between two lines for equal visibility. During partner work: circulate continuously to monitor technique and interaction. During apparatus work: position where all stations visible, rotate to provide close supervision of higher-risk apparatus. During plenary: central position for whole-class observation
Observation Focus
Watch for: safe scrambling technique in warm-up, hand placement and base stability in leapfrog, controlled landings throughout, creative problem-solving on apparatus, quality of peer feedback, honest self-assessment, signs of fatigue affecting control
Intervention Points
Immediately stop: unsafe apparatus use, dangerous mounting/dismounting, unstable base positions in leapfrog, running during apparatus setup, any sign of bullying or exclusion. Provide support when: students struggling with coordination, partner communication breaking down, confidence low for apparatus work, self-assessment causing distress
Demonstration Notes
Demonstrate: Use competent student demonstrators where possible to show age-appropriate technique. Always demonstrate safety aspects yourself (base position, landing technique). Exaggerate key teaching points for visibility (bent knees, hand placement). Use slow-motion for complex sequences. Provide commentary during demonstrations: 'Watch how she checks the apparatus before mounting...'. Invite students to identify what makes demonstration good quality
Verbal Cues
- •'Hands on BACK not neck!' for leapfrog safety
- •'Bend those knees!' for landing technique
- •'Two people minimum!' for apparatus carrying
- •'Show me control!' for dismount quality
- •'Be specific!' for peer feedback quality
- •'Flat back, head down!' for base partner position
- •'Hold that finish!' for sequence endings
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall minimum 20m x 15m for warm-up activities, apparatus work requires perimeter setup with clear approach and landing zones, minimum 4 metres between apparatus stations
Surface Check
Dry, even, non-slip surface free from hazards; check for water spillages, ensure floor markings don't create slip risk, inspect for debris before apparatus setup
Equipment Safety
Safety Checks
- •All apparatus checked for stability before and after setup
- •Benches, boxes and bars inspected for secure fittings and no sharp edges
- •Mats doubled under all apparatus, no gaps between mats
- •Equipment carried by minimum two people, correct lifting technique enforced
- •Apparatus height appropriate for student ability and experience
- •Regular equipment maintenance schedule followed
Risk Management
Key Risks
- •Collisions during Rats and Rabbits scrambling activity
- •Falls from apparatus during mounting/dismounting
- •Impact injuries from uncontrolled landings
- •Strains from leapfrog if base partner unstable
- •Crush injuries during apparatus setup/pack away
- •Wrist strain from bunny hop activities
Risk Mitigation
- •Clear boundaries and adequate spacing established before all activities
- •Progressive skill building from floor to low apparatus to higher apparatus
- •Constant supervision with teacher positioned for maximum visibility
- •Enforce safe apparatus handling rules with stopwatch challenge
- •Ensure base partners in stable position before leapfrog attempts
- •Double mats under all apparatus with clear landing zones
- •Student spotting encouraged within groups for apparatus work
- •Immediate correction of unsafe technique or behaviour
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of hall during warm-up for full visibility of both lines
- •Circulate during partner work to monitor leapfrog hand placement and base stability
- •Oversee apparatus setup ensuring safe carrying and placement
- •Rotate between apparatus stations during exploration, spending longer at higher apparatus
- •Monitor fatigue levels affecting control in final activities
- •Ensure clear sightlines to all students at all times
Emergency Procedures
Stop signal established (whistle or 'FREEZE' command); all students know to stop immediately and sit down; first aid kit accessible at hall entrance; emergency contact and student medical information available; nearest staff member alerted if injury occurs; injured student not moved unless necessary; appropriate first aid administered; incident logged according to school policy