Lesson 1 - Individual and Partner Balances
Body Tension & Control
•Year 4
•Gymnastics
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How can body tension help us create stronger, more controlled balances with partners?
Learning Objectives
- To develop safe individual and partner balances using proper body tension
- To understand and apply safety principles when supporting or being supported by a partner
- To create and perform a sequence combining individual and partner balances
Key Outcomes
- Students will demonstrate controlled individual balances for 5 seconds
- Students will safely perform partner balances using appropriate grips and support
- Students will create a short sequence incorporating different levels and balance types
Equipment & Resources Required
Spread evenly around space with clear pathways between
Alternative: Yoga mats or carpet squares
Available for students who need inspiration
Alternative: Printed pictures or tablet with images
Mark corners of activity area for warm-up
Alternative: Spots or bean bags
Key Vocabulary
Squeezing muscles to create strength and control in gymnastic shapes
Sitting with legs straight out, reaching forward to touch toes
Sitting with legs wide apart in a V-shape
Safe way to hold partner's wrist for support in balances
When partners lean away from each other to create balance
The area underneath that can safely support weight
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic individual balances on different body parts
- Understanding of levels (high, medium, low)
- Basic body shapes and extensions
Current Skills
- Applying body tension for improved balance control
- Partner balance techniques with safety awareness
- Creating sequences with multiple balance types
Next Steps
- Advanced partner balances with counter-balance
- Group balances with multiple students
- Complex sequences with gymnastic apparatus
Milestone Indicators
Key Teaching Points
- Body tension is created by squeezing muscles to make strong, controlled shapes
- Partner balances require communication, planning, and slow movements
- Wrist grip provides the safest hold for partner balance support
- Safe support areas are shoulders and hips where strong bones provide foundation
- Quality balances are held for 5 seconds with interesting shapes and extensions
- Different levels (high, medium, low) create visual interest in sequences
- Respectful audience behaviour supports everyone's learning and confidence
Common Misconceptions
- Thinking body tension means holding your breath - tension is in muscles, not breathing
- Believing harder pressure in tension activities is better - gentle, controlled resistance is safer
- Assuming any grip is safe for partner work - wrist grip is specifically taught for safety
- Thinking speed shows skill in gymnastics - controlled, slow movements demonstrate better technique
- Believing complex balances are always better - simple balances with excellent technique are more valuable
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear physical boundaries, use movement breaks between instruction periods
dyspraxia
- Simplify balance challenges, provide additional demonstration and practice time, use verbal cues for body positioning
autism spectrum
- Provide clear visual schedule of lesson activities, use consistent partner pairings, offer quiet space if overstimulated
visual impairment
- Use verbal descriptions of all balances, provide tactile guidance for body positioning, ensure clear audio instructions for safety rules
hearing impairment
- Use visual demonstrations extensively, written safety rules card, visual signals for timing and instructions
physical disability
- Adapt balances for wheelchair users, modify partner activities for different mobility levels, focus on achievable balance challenges
Cross-Curricular Links
English
Using descriptive vocabulary for balances, listening skills during instruction, expressing ideas about performance
Maths
Counting 5-second holds, identifying geometric shapes in balances, measuring angles and levels
Science
Understanding muscle tension and body systems, forces and counter-forces in partner balances, gravity and balance points
PSHE
Trust and communication in partner work, supporting others, taking responsibility for safety
Teacher Guidance
Positioning
Move constantly around pairs, position for clear sightlines to all working areas
Observation Focus
Watch for safety rule compliance, body tension application, partner communication
Intervention Points
Step in immediately for unsafe practice, provide hands-on help for technique improvement
Demonstration Notes
Use student volunteers for demonstrations, emphasise clear contrast between good and poor technique, show all safety points clearly
Verbal Cues
- •'Squeeze those muscles tight!'
- •'Wrist grip, not finger grip!'
- •'Move slowly into the balance'
- •'Hold it for 5 seconds'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m hall space with 2-metre gaps between mats
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check mats are clean and in good condition
- •Ensure mats lie flat without curled edges
- •Verify adequate mat thickness for balance work
Risk Management
Key Risks
- •Falls from partner balances
- •Inappropriate pressure during tension activities
- •Collisions between working pairs
- •Unsafe support on partner's back
Risk Mitigation
- •Clear teaching of wrist grip technique
- •Emphasis on safe support areas only
- •Slow, controlled movements in all partner work
- •Adequate spacing between working pairs
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all pairs
- •Actively monitor partner balance attempts
- •Intervene immediately if unsafe practices observed
- •Check body tension activities for appropriate pressure levels
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if medical attention required