Year 6 Gymnastics Unit 1 Lesson 1

Lesson Summary

Learning Intentions

Attempt hurdle step progressions
Some – Use a run-up and hurdle step to vault onto the box top
As a pair, complete a six-element sequence containing flight, contrasting shapes, and counterbalances

Success Criteria

I can perform a hurdle step
I can take weight on my hands to perform knees to table top
I can use a range of actions, such as counterbalancing and contrasting shapes, in my sequence

We are Learning...

to use controlled flight onto high apparatus

Curriculum Links

L Spell the word vault and use it in a sentence about today’s lesson

N Your sequence takes 85.928 seconds to perform; round this up to the nearest tenth

NC Developing strength and skill

Equipment

Box tops/tabletops
Gym mats
Throw-down spots

Key Questions

What is the purpose of a spotter when you are vaulting knees to table top?
When you go to senior school, you will learn more challenging vaulting techniques. Why do you think being able to perform a run-up to a vault is important for progressing in this area of gymnastics?
In your pair, did you have any different strengths and weaknesses that you incorporated into your sequence?

Hurdle Step

In gymnastics vaulting, the hurdle step is a crucial transition movement that gymnasts use to generate power and momentum. It occurs after the run-up and before the take off from the floor or springboard. The hurdle step helps gymnasts efficiently transfer their forward speed into an upward and forward motion, enabling them to achieve the necessary height and distance for the vault.

Teaching Points - Hurdle Step

Lift the leading knee high to generate power and maintain momentum into the step phase.
Maintain a slight forward lean with the upper body to keep the centre of gravity moving forward.
Use a strong, coordinated arm swing to aid in propulsion and balance.
Ensure the foot lands flat on the ground to maximise power
Focus on a smooth and quick transition from the Step to the jump to the land
Always try and land in a balanced position legs bent (magic chair)

Teaching Points - Knees to table top

Place hands firmly on the box top, shoulder-width apart, to provide support.
Use an explosive jump from the floor, driving both knees upward toward the box.
Engage the core muscles to help control the movement and lift the knees simultaneously.
Aim for a soft, controlled landing with both knees landing between the hands at the same time.
Keep the upper body stable and slightly lean forward to maintain balance upon landing.

Lesson Content

Starter Activity

Hurdle Step recap – See the presentation for additional teaching points.

Set up: Divide the class into as many groups as you have high tabletops/box tops, i.e., 3 tables, 3 groups.

Each group will start with a mat and three throw-down spots. If no spots are available, cones next to the mat can indicate where to step and jump. Occasionally one mat may be too small, so place two mats together length ways.
Line the group up behind the mat.
One at a time, they attempt the hurdle step and then join the back of the line.
Take them through the hurdle step progressions.
Run through each progression 2/3 times before moving on to the next

Progressions:

Step (1 foot) → Jump (2 feet) → Land (2 feet)
Step (1 foot) → Star Jump (2 feet) → Land (2 feet)
Short run-up → Step (1 foot) → Jump (2 feet) → Land (2 feet)

Look for: Confidence to attempt hurdle step. Takes off from one foot and lands on two feet. Shows a smooth step, jump, jump action with little to no pause between movements. Lands softly on two feet. Maintains balance without extra steps. Some – Star jump with success, others happy to attempt start jump even if unable to complete the 3 clear steps. Waits until the area is clear before starting. Shows control at each stage before moving on.

A guideline image demonstrating this lesson plan content

Skill Development

Knees to tabletop with a short run-up – See the presentation for additional teaching points.

Set up: Keeping pupils in the same groups from the starter activity. Now add a box top to the end of the mat.

Step 1: Recap with pupils about mounting apparatus to knees from a stationary position. Using the teaching points take the pupils through the following progressions:

Knees to tabletop to standing.
Knees to tabletop, to standing and return to knees.
Knees to tabletop and dismount using magic chair landing.
Knees to tabletop and dismount in a shape jump, e.g. star.

Step 2: Now combine the knees to the tabletop with the hurdle step. In this progression, the knees landing on the tabletop replace the landing on feet phase from the starter activity. Follow the progressions below:

Step → Jump → Knees to tabletop
Short run-up → Step → jump knees to tabletop

Extension: Some children may be able to progress to landing their feet on the tabletop instead of their knees. The action is exactly the same, but this time their feet land flat on the box top. Their hands should remain in contact with the box top until their feet have landed securely, and then they can stand up.

Look for: Attempts the correct step jump pattern for hurdle step, even if not fully successful. Takes off on two feet. Places hands before lifting knees. Generates power enough to drive onto knees. Perseverance if not successful first time. Reflects on performance and adjusts for their next attempt. Goes back to step → jump → Knees to tabletop if skill breaks down when using a run-up. Works safely with awareness of self and others. Can ultimately find a way of mounting the vault that works for them.

Assessment for learning

Working area: Some schools may not have access to many box tops, below is a suggestion on how you can facilitate pairs to work on their sequence while having access to a box top. Pairs must negotiate as they work as to who will take turns on the apparatus.

Task: In pairs, complete a six-element sequence containing flight, contrasting shapes, and balances (if possible, counterbalances from year 5 work).

Must start with flight on to box top
Complete five more elements such as balance, contrasting shapes, twists, jumps, rolls to make a sequence.

In the differentiated groups on the mats, children should compose a six element sequence with the actions above; they should use their existing knowledge and understanding of gymnastics to complete the five other elements. The sequences should include: flight, contrasting shapes, and counterbalances.

Extension: Speeds, directions, and pathways. Include more apparatus (low for lower ability and higher for abler), or pupils make a sequence in small groups.

Look for: Includes all or most of the required elements. Performs movements with control, balance and good body tension. Links elements smoothly with minimal pauses between actions. Demonstrates variety in the sequence (e.g. different shapes, balances, rolls, jumps or twists). Uses the box top confidently and safely when performing the flight element. Works cooperatively with a partner, sharing apparatus and contributing ideas. Adapts the sequence by changing speed, direction or pathways to increase complexity. Works safely with others in the designated space and on the provided apparatus.