Flight Control & Composition
•Year 8
•Gymnastics
•Set at various low heights (10-30cm) for students to clear during approaches and sequences
Alternative: Canes, bamboo poles, or chalk lines on floor
Position with sufficient space around each for safe approach and landing zones
Alternative: Low boxes, platforms, or sturdy planks
Place strategically at all landing zones, ensuring no gaps between mats
Alternative: Crash mats for landing zones, thinner mats for pathways
Clear spaces with minimum 3m between each base position
Alternative: Students in stable positions (no additional equipment needed)
For timing apparatus setup and challenging students to improve efficiency
Alternative: Clock with second hand, mobile phone timer
Prepared for end of lesson recognition
Alternative: Verbal praise, house points, certificates
The moment when the body leaves the ground or apparatus, propelled by pushing through the feet
The airborne phase of movement when both feet are off the ground and the body is unsupported
Body bent at the hips with legs straight and together, reaching towards toes
Body curled into a tight ball with knees pulled to chest
Legs spread wide apart in a V-shape, either forward or sideways
Body fully extended with arms and legs spread wide creating an X-shape
The controlled contact with the ground following flight, absorbing impact through bending knees and hips
A series of movements linked together smoothly and performed in order
When one side of the body is different to the other, not matching or mirrored
A specific sequence of steps used as an approach or run-up to a take-off
Muscular engagement throughout the body to maintain controlled shapes and positions
Understanding where pupils are coming from and where they're going
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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