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Lesson 4 - Partner Flight and Apparatus Work

Flight Control & Composition

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Year 8

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Gymnastics

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Big Question

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

Gymnastics Mats

7 stations (benches, boxes, mats, bars)

Arranged around hall perimeter with clear approach and landing zones, various heights for differentiation

Alternative: Portable benches, crash mats, wall bars if available

Safety Mats

20-25 mats minimum

Doubled up under apparatus, single mats for queuing and floor work areas

Alternative: Crash mats for higher apparatus, carpet tiles for basic floor work

Stopwatch

Keep accessible for timing apparatus setup challenge

Alternative: Mobile phone timer, wall clock with second hand

Visual Aids

6-8 group markers or coloured cones

Mark each apparatus station for group allocation

Alternative: Numbered bibs, coloured hoops, laminated station cards

Key Vocabulary

Canon

When partners perform the same movement one after the other, like a round in music

Unison

When partners perform exactly the same movement at exactly the same time

Leapfrog

A flight movement where one person jumps over another who is in a crouched position

Mount

The controlled way of getting onto apparatus from the floor

Dismount

The controlled way of getting off apparatus back to the floor

Pencil Roll

A roll performed with body straight and arms extended overhead

Dish Roll

A roll performed with body in a curved dish shape, shoulders and legs lifted

Sequence

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

Smooth transitions between floor and apparatus work

Clear execution of canon and unison timing

Controlled landings from all dismounts

Effective peer feedback leading to visible improvements

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