🤸

Lesson 2 - Take-Off and Flight Shapes

Flight Control & Composition

•

Year 8

•

Gymnastics

•

1h 10min

Big Question

How can we control our body position and create aesthetic shapes while airborne?

Learning Objectives

Develop the ability to take off from one foot and two feet, creating controlled shapes whilst in flight
Evaluate peer performance using accurate technical gymnastics vocabulary
Apply jumping and flight techniques in apparatus-based sequences

Key Outcomes

Students will demonstrate controlled take-offs and landings with varied body shapes
Students will provide constructive feedback using technical language such as pike, tuck, straddle, and star shapes
Students will create and perform a gymnastics sequence incorporating multiple flight elements

Equipment & Resources Required

Wall Bars

9 bars

Set at various low heights (10-30cm) for students to clear during approaches and sequences

Alternative: Canes, bamboo poles, or chalk lines on floor

Gymnastics Benches

7 benches

Position with sufficient space around each for safe approach and landing zones

Alternative: Low boxes, platforms, or sturdy planks

Safety Mats

15-20 mats (minimum 2 per apparatus station)

Place strategically at all landing zones, ensuring no gaps between mats

Alternative: Crash mats for landing zones, thinner mats for pathways

PE Equipment

Sufficient for half class to be 'bases'

Clear spaces with minimum 3m between each base position

Alternative: Students in stable positions (no additional equipment needed)

Stopwatch

For timing apparatus setup and challenging students to improve efficiency

Alternative: Clock with second hand, mobile phone timer

Team Tokens

Class set

Prepared for end of lesson recognition

Alternative: Verbal praise, house points, certificates

Key Vocabulary

Take-off

The moment when the body leaves the ground or apparatus, propelled by pushing through the feet

Flight

The airborne phase of movement when both feet are off the ground and the body is unsupported

Pike shape

Body bent at the hips with legs straight and together, reaching towards toes

Tuck shape

Body curled into a tight ball with knees pulled to chest

Straddle shape

Legs spread wide apart in a V-shape, either forward or sideways

Star shape

Body fully extended with arms and legs spread wide creating an X-shape

Landing

The controlled contact with the ground following flight, absorbing impact through bending knees and hips

Sequence

A series of movements linked together smoothly and performed in order

Asymmetric

When one side of the body is different to the other, not matching or mirrored

Stepping pattern

A specific sequence of steps used as an approach or run-up to a take-off

Body tension

Muscular engagement throughout the body to maintain controlled shapes and positions

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing technique from KS2
Understanding of body shapes (tuck, pike, star, straddle)
Safe apparatus handling and movement
Basic partner work and observation skills

Current Skills

Controlled take-off from one foot and two feet
Creating and holding shapes whilst airborne
Evaluating performance using technical vocabulary
Combining jumps into sequences with apparatus

Next Steps

Advanced rotational movements and twists
Complex apparatus sequences with multiple flight phases
Group synchronised flight work
Creating original flight-based routines

Milestone Indicators

Consistent controlled landings on two feet

Clear, defined body shapes visible during flight phase

Accurate use of at least 5 technical terms when evaluating

Smooth transitions between jumps in sequence work

Key Teaching Points

One-foot take-off requires a run-up and explosive push through a single leg; two-foot take-off requires deep knee bend and simultaneous push from both feet
Clear body shapes during flight require muscular tension throughout - tight core, pointed toes, intentional limb positioning
Safe landing technique is non-negotiable: contact on two feet, knees bend to absorb impact, arms out for balance, eyes forward
Technical vocabulary must be accurate: pike (bent at hips, legs straight), tuck (knees to chest, curled), straddle (legs wide apart), star (full extension, arms and legs wide)
Apparatus safety rules are absolute: no running, carry in pairs, walk always, sit when apparatus is in place, mats at all landing zones
Partner evaluation should be specific and constructive: name the shape, describe the take-off, comment on the landing, suggest improvement
Sequences must flow smoothly - transitions are as important as individual elements, no stopping between jumps

Common Misconceptions

Misconception: 'Any shape in the air counts as flight work.' Correction: Shapes must be intentional, controlled, and clearly defined with body tension - random body positions don't demonstrate skill.
Misconception: 'Landing on one foot is fine if I'm balanced.' Correction: Gymnastics flight requires two-foot landings for safety and control - it distributes impact forces evenly and provides stability.
Misconception: 'Pike and tuck are the same thing.' Correction: Pike has STRAIGHT legs bent at the hips (like touching toes), tuck has BENT legs pulled to chest (like a ball) - completely different shapes.
Misconception: 'I can just run and jump onto apparatus without planning.' Correction: All apparatus approaches must be controlled with appropriate take-off technique and clear awareness of landing zones.
Misconception: 'Evaluation means saying what was wrong.' Correction: Effective evaluation includes what was done well, what could improve, and specific technical observations using correct vocabulary.
Misconception: 'The higher I jump, the better my technique.' Correction: Height is less important than control, clear shapes, and safe landings - quality always beats height or distance.

SEN Adaptations

ADHD

Keep activities short and varied - frequent changes maintain engagement. Provide clear, simple instructions one step at a time. Use physical demonstrations rather than lengthy verbal explanations. Offer leadership roles: equipment monitor, demonstration helper. Incorporate high-energy activities early in lesson. Use timers and visual cues for transitions. Provide frequent specific feedback and praise. Allow fidget tools or movement breaks as needed.

dyspraxia

Simplify movement patterns - reduce complexity of sequences. Use larger, easier-to-handle equipment where possible. Provide additional practice time for skill mastery. Break skills into smaller, manageable steps. Use visual cues and physical markers for spatial guidance. Pair with patient, supportive partner. Celebrate small progressions and effort. Allow additional thinking/planning time before attempts. Reduce speed expectations - quality over pace.

autism spectrum

Provide clear visual schedule of lesson structure at start. Use consistent routines for apparatus setup and transitions. Offer quiet zone or break area if overstimulation occurs. Give advance warning of loud noises (whistle, etc.). Use social stories for new or complex activities. Pair with understanding, calm partner. Provide concrete success criteria and visual checklists. Allow movement breaks if needed.

visual impairment

Use brightly coloured apparatus and markers for contrast. Provide tactile exploration of equipment before use. Partner with sighted buddy for guidance. Use verbal descriptions extensively during demonstrations. Allow closer proximity to demonstrations. Ensure clear pathways free from obstacles. Use audio cues for spatial awareness.

hearing impairment

Use visual demonstrations extensively - model every skill. Establish clear visual signals for stop/start/freeze commands. Position student where they can see teacher's face for lip-reading. Provide written task cards with images for apparatus challenges. Use vibrating timer or visual countdown for timed activities. Partner with hearing peer for instruction relay.

physical disability

Adapt apparatus heights - lower benches, use floor-level equipment. Modify jumps to steps or supported movements. Use wheelchair-accessible apparatus where available. Allow seated versions of activities with upper body focus. Provide additional adult support for transfers. Focus on achievable shapes and movements within individual capability. Celebrate effort and personal progress.

Cross-Curricular Links

English

Developing technical vocabulary: pike, straddle, tuck, asymmetric, rotation. Descriptive language for peer evaluations. Listening skills during instructions. Speaking skills when providing feedback to partners. Following sequential instructions for complex tasks.

Maths

Counting repetitions and sequences. Estimating and measuring jump heights and distances. Understanding angles during rotations (90°, 180°, 360°). Timing activities and comparing results. Spatial geometry in apparatus arrangements.

Science

Forces: gravity, air resistance during flight. Newton's Laws: action-reaction during take-off and landing. Energy transfer: kinetic to potential during jump. Levers and fulcrums in body mechanics. Respiratory and cardiovascular response to exercise - heart rate elevation and recovery.

Art & Design

Creating aesthetic shapes and sequences - body as artistic medium. Understanding symmetry and asymmetry in body positions. Composition of sequences with beginning, middle, and end. Appreciation of movement quality and visual appeal.

PSHE

Self-assessment and honest reflection on abilities. Resilience when facing challenges or failures. Teamwork and cooperation during apparatus setup. Leadership opportunities supporting others. Respect for peer performances and constructive feedback. Responsibility for safety and equipment care.

Teacher Guidance

Positioning

Position yourself at corners or edges of teaching space for maximum visibility of all students. During apparatus work, circulate continuously between stations. During demonstrations, ensure all students can see you clearly. For safety-critical moments (apparatus setup/pack-away), position centrally to oversee all areas.

Observation Focus

Watch for: 1) Take-off clarity - genuine one-foot or two-foot technique, 2) Flight phase - visible body tension and defined shapes, 3) Landing control - two feet, bent knees, balanced, 4) Safety compliance - spacing, mat use, apparatus handling, 5) Partner evaluations - listening to vocabulary used, 6) Engagement - all students active and challenged appropriately.

Intervention Points

Step in immediately if: unsafe practice observed (poor apparatus use, inadequate spacing, risky attempts), students struggling with basic technique (reteach, simplify, support), behaviour issues affecting safety or learning, equipment malfunction or hazard appears. Intervene supportively when: students need encouragement to attempt new skills, excellent practice should be shared with class, feedback needed to improve quality.

Demonstration Notes

Demonstrate: ALL new skills before student attempts. Use exaggerated, slowed-down movements for clarity. Narrate your actions: 'Watch my knees bend... now I push... see the star shape... controlled landing.' Use competent students for demonstrations - select carefully and brief privately first. Show both correct technique AND common errors (safely) so students learn what to avoid. Ensure all students can see demonstrations - arrange in semicircle or use elevated position. Repeat demonstrations if needed - some students need multiple viewings.

Verbal Cues

•'Push HARD through your feet for height!'
•'Create your shape DURING flight, not after landing!'
•'Soft, quiet landings - bend those knees!'
•'Use the technical words - pike, tuck, straddle!'
•'Eyes UP for safety and balance!'
•'Apparatus in PAIRS - teamwork!'
•'Show me body TENSION - tight muscles, pointed toes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 20m. Adequate height for jumping (3m minimum ceiling height). Clear of obstacles and hazards. Sufficient space for multiple apparatus stations with 4-5m spacing between each.

Surface Check

Clean, dry, non-slip floor surface essential. Check for water, dust, or debris that could cause slips. Ensure mats are in good condition with no tears or exposed foam. Verify apparatus contact points are dry and secure.

Equipment Safety

Safety Checks

•Check all benches for stability - feet secure, no wobbling
•Inspect mats for tears, adequate thickness (minimum 30mm for landing zones)
•Verify jumping bars are lightweight and safe for contact
•Ensure boxes and apparatus are appropriate height for Year 8 students
•Check all equipment is clean and splinter-free
•Confirm apparatus storage areas are organised and accessible

Risk Management

Key Risks

•Collisions during leapfrogging or apparatus work - spacing critical
•Falls from apparatus - mat placement essential
•Impact injuries from poor landing technique - teach and monitor carefully
•Strains from apparatus carrying - enforce pair work and proper lifting
•Rotational disorientation - ensure skill level appropriate before attempting spins
•Crush injuries during apparatus setup/pack-away - supervise closely

Risk Mitigation

•Establish and enforce clear boundaries for all activities
•Ensure adequate spacing between students during all jumping activities (minimum 3m)
•Progressive skill building - master basics before complex movements
•Mats at ALL landing zones - check before each apparatus phase
•Demonstrate all new skills clearly before student attempts
•Enforce apparatus rules strictly: pairs for carrying, no running, proper queuing
•Emergency stop signal established and practiced
•Monitor for fatigue - adjust activity intensity if needed
•Clear pathways for apparatus movement - no obstacles
•Spot and support students attempting challenging skills

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Actively circulate during exploration phases - don't remain static
•Monitor high-activity areas: apparatus dismounts, rotation attempts
•Watch for students working beyond safe skill level - intervene immediately
•Supervise apparatus setup/pack-away closely - highest risk time
•Scan continuously for spacing issues, landing area integrity, fatigue signs
•Be ready to stop activity instantly if unsafe practice observed

Emergency Procedures

Emergency stop signal: whistle blow + 'FREEZE' command. All students stop immediately and sit down. Assess situation: minor issue (correction and continue) or serious issue (stop activity, first aid, emergency services if needed). First aid kit accessible. Nearest telephone/radio for emergency contact identified. At least one qualified first aider present or immediately available.