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Lesson 1 - Individual and Partner Balances

Body Tension & Control

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Year 4

•

Gymnastics

•

45 min

Big Question

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

Gymnastics Mats

15 (1 per pair)

Spread evenly around space with clear pathways between

Alternative: Yoga mats or carpet squares

Partner Balance Cards

8-10 sets

Available for students who need inspiration

Alternative: Printed pictures or tablet with images

Cones

Mark corners of activity area for warm-up

Alternative: Spots or bean bags

Key Vocabulary

Body Tension

Squeezing muscles to create strength and control in gymnastic shapes

Pike Position

Sitting with legs straight out, reaching forward to touch toes

Straddle Position

Sitting with legs wide apart in a V-shape

Wrist Grip

Safe way to hold partner's wrist for support in balances

Counter-balance

When partners lean away from each other to create balance

Base of Support

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

Maintains body tension throughout balances

Demonstrates safe partner work consistently

Shows creativity in balance selection and sequencing

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