Lesson 4 - Counter Balance Techniques
Individual to Team Performance
•Year 5
•Gymnastics
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How can we use our bodies to support and balance with a partner safely?
Learning Objectives
- To perform counter-balances with a partner using correct technique and body tension
- To work together safely completing trust exercises that develop confidence
- To create a short sequence that contains various counter balances with smooth transitions
Key Outcomes
- Students will demonstrate controlled counter balances with appropriate body tension
- Students will show trust and communication when working with partners
- Students will perform a sequence combining different counter balance positions
Equipment & Resources Required
Spread evenly around activity area with clear pathways between
Alternative: Yoga mats or carpet area if hall has suitable flooring
Place in central location for students to collect when needed
Alternative: Laminated pictures or teacher demonstrations if cards unavailable
Mark clear working areas to prevent collisions between pairs
Alternative: Chalk lines or natural hall boundaries
Key Vocabulary
A position where partners use each other's weight to create a balanced position that neither could achieve alone
Keeping muscles tight and body rigid like a plank to maintain control during balances
The area underneath the body that provides stability, usually feet or hands
Activities that require students to rely on their partner for support and safety
A series of movements or positions performed one after another with smooth connections
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic gymnastic shapes and balances
- Students understand symmetrical and asymmetrical positions
- Students can work safely in pairs during physical activities
Current Skills
- Developing counter balance technique with proper body tension
- Building trust through progressive partner activities
- Creating sequences that combine multiple counter balances
Next Steps
- Using counter balances in group formations
- Incorporating counter balances into apparatus work
- Teaching counter balance skills to younger students
Milestone Indicators
Key Teaching Points
- Correct wrist grip is essential for safety and effectiveness
- Body tension must be maintained throughout all counter balances
- Communication between partners is vital for success and safety
- Progressive trust building leads to confident counter balance work
- Quality of technique is more important than complexity of positions
- Slow, controlled movements prevent injury and improve learning
- Equal participation ensures both partners develop skills
Common Misconceptions
- Holding hands is safer than wrist grip - explain wrist grip provides better support
- Counter balances should be attempted quickly - emphasise slow, controlled movements
- Bending at waist helps with balance - teach importance of straight body position
- Trust activities are just games - explain how they build essential partner work skills
- Some students can't do counter balances - show how modifications make them accessible to all
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries, offer leadership roles, ensure regular movement changes
dyspraxia
- Break down movements into smaller steps, allow extra practice time, provide additional balance support initially
autism spectrum
- Provide clear structure and routine, allow time to process instructions, offer alternative to partner work if needed
visual impairment
- Use verbal descriptions of positions, provide tactile guidance for wrist grip, ensure partner provides clear verbal cues
hearing impairment
- Demonstrate all techniques clearly, use visual cards extensively, teach simple hand signals for partner communication
physical disability
- Adapt positions to suit mobility level, use seated counter balances, modify grip techniques as needed
Cross-Curricular Links
English
Following instructions, describing technique, giving feedback, using technical vocabulary
Maths
Symmetry and asymmetry in positions, counting sequences and timing, measuring angles in balances
Science
Forces and gravity - how counter balances work, muscle function during body tension, centre of gravity concepts
PSHE
Trust building, cooperation skills, supporting others, building confidence and resilience
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, position centrally for demonstrations
Observation Focus
Watch for correct wrist grip, body tension, partner communication, and safety awareness
Intervention Points
Step in if incorrect technique developing, safety concerns, or partnership difficulties arise
Demonstration Notes
Use teaching assistant or confident student pair for demonstrations, emphasise safety aspects clearly, show both correct and incorrect examples where safe
Verbal Cues
- •'Body like a plank - straight and strong!'
- •'Grip the wrist, not the hand!'
- •'Communicate with your partner!'
- •'Slow and controlled movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 8m clear space, sufficient for pairs to work without collision
Surface Check
Dry, even surface essential - mats required for all floor-based counter balances
Equipment Safety
Safety Checks
- •Check mats are clean and properly positioned
- •Ensure counter balance cards are laminated and damage-free
- •Verify adequate mat coverage for all activity areas
Risk Management
Key Risks
- •Falls during counter balance attempts
- •Wrist strain from incorrect grip
- •Collisions between pairs
- •Loss of trust leading to panic
Risk Mitigation
- •Progressive skill building from trust to counter balance
- •Emphasise slow, controlled movements throughout
- •Teach correct wrist grip technique early
- •Adequate spacing between pairs
- •Mats positioned for all partner work
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs simultaneously
- •Monitor wrist grip technique closely
- •Watch for signs of fear or reluctance
- •Check fatigue levels during extended practice
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students continue safely