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Lesson 4 - Counter Balance Techniques

Individual to Team Performance

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Year 5

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

7 large mats

Spread evenly around activity area with clear pathways between

Alternative: Yoga mats or carpet area if hall has suitable flooring

Partner Balance Cards

1 set per pair

Place in central location for students to collect when needed

Alternative: Laminated pictures or teacher demonstrations if cards unavailable

Cones

8-10 cones

Mark clear working areas to prevent collisions between pairs

Alternative: Chalk lines or natural hall boundaries

Key Vocabulary

Counter balance

A position where partners use each other's weight to create a balanced position that neither could achieve alone

Body tension

Keeping muscles tight and body rigid like a plank to maintain control during balances

Base of support

The area underneath the body that provides stability, usually feet or hands

Trust exercise

Activities that require students to rely on their partner for support and safety

Sequence

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

Maintains rigid body position during counter balances

Communicates clearly with partner about timing and movement

Shows confidence in trust exercises

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