Lesson 4 - Twisting and Counter Balancing
Partner Control Basics
•Year 2
•Gymnastics
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How can we use our bodies to twist and turn whilst staying balanced?
Learning Objectives
- To develop the ability to twist whilst in inversion positions
- To learn how to use apparatus as a counter balance for support
- To demonstrate agility, balance and coordination through gymnastic sequences
Key Outcomes
- Students will be able to perform controlled twisting movements whilst inverted
- Students will show how to use apparatus effectively for counter balancing
- Students will create and perform a sequence combining twisting, spinning and turning movements
Equipment & Resources Required
Arranged in circle formation for warm-up game
Alternative: Marker spots, small hoops
Placed in centre of cone circle
Alternative: Small balls, soft toys
Distributed around apparatus stations
Alternative: Crash mats, yoga mats
Set at different heights for counter balancing
Alternative: Low boxes, balance beams
For timing apparatus setup challenge
Alternative: Phone timer, wall clock
Key Vocabulary
When your body is upside down with head lower than hips
Using something to help you balance by pushing or pulling against it
Rotating your body around its central axis
A series of movements performed one after another
Equipment used in gymnastics like mats, benches and boxes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic front and back support positions
- Simple rolling and turning movements
- Safe apparatus handling procedures
Current Skills
- Twisting whilst in inversion
- Counter balancing with apparatus
- Combining movements into sequences
Next Steps
- Advanced inversion skills
- Complex apparatus work
- Partner balancing techniques
Milestone Indicators
Key Teaching Points
- Emphasise the difference between twisting (rotating around axis) and turning (whole body movement)
- Stress controlled movement over speed in all gymnastic skills
- Promote effective use of apparatus for counter balancing support
- Encourage creative problem-solving in movement challenges
- Develop peer feedback skills with specific, constructive language
- Maintain strict safety procedures during apparatus work
- Build sequences gradually from simple to complex combinations
Common Misconceptions
- Students thinking twisting and turning are the same - clarify with demonstrations
- Believing faster movement shows better skill - emphasise control and quality
- Assuming apparatus should bear full body weight - teach appropriate counter balancing pressure
- Thinking feedback should focus on mistakes - train positive observation skills
- Expecting perfect sequences immediately - stress that learning takes practice
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and expectations, positive behaviour reinforcement system
dyspraxia
- Break movements into smaller steps, additional practice time, peer support for complex skills
autism spectrum
- Clear structure with predictable routines, visual schedule for activity transitions, quiet space available if needed
visual impairment
- Clear verbal descriptions of movements, tactile guidance for body positioning, buddy system for apparatus work
hearing impairment
- Visual demonstrations with exaggerated movements, written instruction cards, hand signals for commands
physical disability
- Adapted positions for twisting movements, use of support equipment, modified apparatus heights
Cross-Curricular Links
English
Following complex instructions, giving constructive feedback, developing technical vocabulary for movement
Maths
Geometry through body shapes and angles, counting in sequences, measuring distances in apparatus setup
Science
Forces and balance, understanding gravity's effect on body position, exploring rotation and axis concepts
PSHE
Building confidence through challenge, developing empathy through peer feedback, managing emotions during difficult tasks
Teacher Guidance
Positioning
Central position with clear sight lines to all activity areas, move to support challenging skills
Observation Focus
Quality of twisting control, safe apparatus use, peer interaction during feedback
Intervention Points
Step in when inversions become unsafe, support struggling students with counter balancing, facilitate positive peer feedback
Demonstration Notes
Always demonstrate movements slowly first, use students to demonstrate good examples, break down complex skills into component parts
Verbal Cues
- •'Control the twist - slow and smooth!'
- •'Feel where your weight needs to be!'
- •'What can you tell your partner that will help them?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 15m, clear of obstacles with additional storage area for apparatus
Surface Check
Non-slip indoor surface, mats positioned to cover any hard landings
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are flat and non-slip
- •Verify apparatus is age-appropriate height
- •Check bean bags are securely fastened
Risk Management
Key Risks
- •Falls during inversion attempts
- •Collisions during movement activities
- •Apparatus handling injuries
- •Over-stretching during twisting movements
Risk Mitigation
- •Progressive skill building from simple to complex
- •Clear boundaries and spacing maintained
- •Apparatus handling procedures strictly followed
- •Teacher spotting for challenging movements
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Extra vigilance during inversion practices
- •Monitor apparatus setup and pack-away
- •Watch for fatigue affecting technique
Emergency Procedures
Stop activity immediately, assess injury severity, apply first aid as required, contact emergency services if needed