Lesson 5 - Partner Balances & Tension
Partner Control Basics
•Year 2
•Gymnastics
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How can we work together with a partner to create amazing balances and movements?
Learning Objectives
- To work in synchronisation with a partner to perform different balances and twists
- To understand and demonstrate counter balance and counter tension with a partner
- To recognise and describe what success looks like in gymnastics performances
Key Outcomes
- Students will perform partner balances showing control and coordination
- Students will demonstrate understanding of counter balance and counter tension
- Students will assess their own and others' performances using clear criteria
Equipment & Resources Required
Scattered around hall for partner work, stacked for apparatus setup
Alternative: Carpet squares or yoga mats
Arranged in lines for warm-up obstacle course
Alternative: Bean bags or hoops
Set up in stations around hall perimeter
Alternative: Chairs or stable platforms
For timing apparatus setup and challenges
Alternative: Smartphone timer
For recording peer assessment discussions
Alternative: Smartphone for video
Key Vocabulary
When partners lean away from each other while holding hands or connecting, using each other's weight to stay balanced
When partners push against each other to maintain balance and create interesting shapes
Moving at exactly the same time as your partner, like dancing together
A series of movements performed one after another in a planned order
The movement between one balance position and the next
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can hold individual balance positions
- Can work cooperatively with a partner
- Understands basic body shapes and levels
Current Skills
- Partner balance techniques
- Counter balance and counter tension concepts
- Synchronised movement patterns
- Performance assessment skills
Next Steps
- More complex partner sequences
- Group balances and formations
- Advanced apparatus work with partners
Milestone Indicators
Key Teaching Points
- Partner safety is paramount - emphasise trust and gentle contact throughout
- Counter balance and counter tension are opposite forces that both require teamwork
- Quality of balance is more important than complexity - focus on control and stability
- Peer assessment should be positive and constructive - model good feedback language
- Apparatus work requires continued partner focus - don't let equipment become the main feature
- Synchronisation means moving together - use counting or music to help timing
- Different levels add interest - challenge students to use high, medium and low creatively
Common Misconceptions
- Thinking counter balance means one person does all the work - correct by emphasising equal effort
- Believing complex moves are always better - reinforce that simple moves done well are more impressive
- Assuming apparatus work is individual - remind that partner cooperation remains the focus
- Thinking feedback should only point out mistakes - teach positive-first feedback approach
- Believing synchronisation means doing exactly the same thing - explain it means doing things at the same time
SEN Adaptations
ADHD
- Frequent activity changes, clear achievable targets, movement breaks built into assessment time
dyspraxia
- Simplified balance positions initially, extra practice time, visual and verbal cues combined
autism spectrum
- Clear predictable routine, visual schedule of lesson sections, quiet space available if overwhelmed
visual impairment
- Use verbal cues for positioning, tactile guidance for balance positions, bright coloured mats for apparatus boundaries
hearing impairment
- Visual demonstrations of all positions, hand signals for commands, written instruction cards available
physical disability
- Adapted balance positions possible from seated/supported positions, peer support for apparatus work
Cross-Curricular Links
English
Descriptive vocabulary for movement qualities, following complex multi-step instructions
Maths
Counting balance holds, measuring angles of lean, timing sequences, symmetry in partner positions
Science
Forces and balance, gravity and counter-balance principles, friction and stability
PSHE
Trust building, cooperation, giving and receiving feedback, resilience when challenges are difficult
Teacher Guidance
Positioning
Move around hall perimeter to observe all pairs, central position for demonstrations
Observation Focus
Partner cooperation, balance quality, safe apparatus use, peer assessment skills
Intervention Points
Step in if unsafe balance attempts, poor partner cooperation, or apparatus misuse observed
Demonstration Notes
Use children as models for good practice, demonstrate with a student to show trust and technique
Verbal Cues
- •'Work as a team!'
- •'Slow and controlled!'
- •'Feel the balance!'
- •'Support each other!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space, additional height clearance for apparatus work
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned around all apparatus
- •No damaged or loose equipment in use
- •Apparatus carried by pairs only
Risk Management
Key Risks
- •Falls during partner balances
- •Apparatus-related injuries
- •Inappropriate physical contact between students
- •Overexertion during balance holding
Risk Mitigation
- •Progressive skill building from floor to apparatus
- •Clear partner selection guidelines (similar sizes)
- •Continuous adult supervision of apparatus work
- •Regular rest breaks and rotation
- •Clear boundaries for physical contact
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Monitor partner interactions for appropriate contact
- •Watch for signs of fatigue or overexertion
- •Intervene if unsafe practices observed
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, clear space for emergency access if required