The most common complaint I hear from pupils is that they don’t get enough time on the trampolines. For Teachers its, ‘my pupils misbehave because they are not engaged between turns‘.
Keeping the trampolining environment moving is key to engaging your pupils. Try the class management method below, it may take a session or two for you as the teacher and the pupils to get the hang of it but once they do it will run very smoothly indeed
Lets start with a class of 25 pupils using three trampolines. Set the trampolines out according to your needs/space. Each turn on the trampoline is timed, 1 minute per pupil. Mat work is 2 minutes for 2 pupils
You will then set out 5 gym mats (or more depending on your needs) for floor related trampoline activities that are within your sight and control, but not too close to the trampolines to cause any safety or disruption issues. You can also add skipping ropes, spinning bikets etc but the idea is that you alternate the equipment or tasks each session to keep it engaging.
Split the class into 3 groups of 5 per trampoline (15 pupils) then the remaining 10 pupils will pair up and each pair will work on one gym mat.
The gym mats activities could include pike or straddle holds, practicing putting each other in the landing position for a new skill and holding it for 30 seconds such as back landing position etc. One pupils performs the activity while the other checks for technical correctness, provides assistance, times the activity then they swap over. Two cards with diagrams and instructions can be used to help the pupils see what they have to do with minimal instruction. Each pupil performs each card for 30 seconds. You can add more cards so that they are doing different tasks each time they pass over the mats. Letting them pick their own cards or the order in which they are approached enriches the learning and engages them in the activity.
Once the allocated time has passed for each activity the pairs move down the mat system until they have completed all the tasks. Once you get to the last mat you join one of the trampolines, (make sure they join on the same trampoline at the same location each time or it messes up the circle) and to keep the Big Circle going every time two pupils finish on the top trampoline they move over to the mats, while two move from the mats to another trampoline. This can be quite confusing for the first session, but the idea is that the pupils are constantly active and thinking about what they have to do next whilst moving around from one activity to the next (less time to think about misbehaving) allows them to have a go at all the different activities while performing conditioning work on the gym mats
One trampoline will be used for teaching new skills and that’s where you will be handling and supporting the pupils. From this position you should be able to see and control all activity within the room. The other two could be used for routine practice, individual skill practice, linking skills, or a free bounce (which allows the pupils to decide what they want to practice as long as the skills have been passed and the teacher is happy they can be performed without teacher assistance)
Use a timer that bleeps so the whole class can hear it and they should move automatically to the next spot either at a trampoline or on the mats.