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Lesson 5 - Partner Balances & Transitions

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 create smooth, flowing gymnastics sequences with our partners?

Learning Objectives

Apply compositional ideas to perform smooth transitions between counter balances
Move smoothly from one balance to another with partner using different levels
Show clear individual movements and control in partner counter balances

Key Outcomes

Students will demonstrate controlled partner counter balances at different heights
Students will create smooth transitions between balances using various movements
Students will perform a flowing 4-balance sequence with compositional elements

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Spread evenly around hall with clear pathways between

Alternative: Carpet tiles, yoga mats

Benches

4-6 benches

Position around hall perimeter for extension activities

Alternative: Low platforms, balance beams

Box Tops

4-6 pieces

Available for students ready for apparatus work

Alternative: Step platforms, foam blocks

Cones

20 cones

Define movement boundaries and mat areas

Alternative: Bean bags, markers

Key Vocabulary

Counter balance

A balance where partners support each other by leaning away and using each other's weight

Transition

The movement or way you travel from one balance or position to another

Body tension

Tightening muscles to create strong, controlled body shapes

Compositional ideas

Ways to make sequences more interesting using levels, directions, speed and space

Aesthetically pleasing

Movements that look beautiful, controlled and well-performed

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic individual balances and body shapes
Simple partner work and trust exercises
Understanding of body tension and control

Current Skills

Partner counter balances with control
Smooth transitions between movements
Compositional awareness in sequences

Next Steps

Complex partner lifts and supports
Group gymnastics sequences
Apparatus-based partner work

Milestone Indicators

Maintains balance for 3+ seconds consistently

Demonstrates fluid movement between positions

Shows creative compositional choices

Key Teaching Points

Emphasise trust and communication as foundation of partner work
Stress control and body tension over ambitious balances
Focus on smooth, flowing movements rather than difficult positions
Use correct wrist grip technique consistently for safety
Encourage aesthetic awareness and creative composition
Build sequences gradually from simple foundations
Celebrate cooperation and partnership skills equally with physical achievement

Common Misconceptions

Counter balancing requires equal size partners - adaptation and communication are more important than matching physical attributes
More difficult balances make better sequences - quality, control and flow are more important than complexity
Fast transitions look more impressive - smooth, controlled movements create better aesthetic impact
Individual strength determines success - partnership cooperation and timing are the key factors
Perfect balance comes immediately - gradual entry and exit with control is the goal
Only gymnasts can do partner balancing - all students can succeed with appropriate adaptation and support

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear boundaries and expectations, immediate positive feedback

dyspraxia

Extra time for movement planning, simplified transitions initially, focus on bilateral coordination development

autism spectrum

Clear routine structure, visual schedule of activities, quiet zones available, predictable partner pairings

visual impairment

Use tactile guidance for partner positioning, verbal descriptions of demonstrations, partner support for spatial awareness

hearing impairment

Visual demonstrations and hand signals, written instruction cards, vibrating signals for timing

physical disability

Adapted balances using chairs or support, modified transitions appropriate to mobility, focus on achievable challenges

Cross-Curricular Links

English

Vocabulary development with gymnastics terminology, descriptive language for movement quality, listening and speaking in peer feedback

Maths

Exploring angles in body positions, counting rhythms in sequences, understanding opposing forces and balance points

Science

Forces and motion in counter balancing, centre of gravity concepts, muscle tension and body systems

Art

Aesthetic awareness in sequence composition, understanding flow and contrast, creative expression through movement

Teacher Guidance

Positioning

Move around pairs observing technique, positioned to see all pairs simultaneously during demonstrations

Observation Focus

Watch for correct wrist grips, body tension, smooth transitions, and positive partner communication

Intervention Points

Step in when safety is compromised, when pairs are struggling with trust, or when technique needs immediate correction

Demonstration Notes

Use confident student pairs for demonstrations, emphasise key teaching points visually, show common mistakes alongside correct technique

Verbal Cues

•'Strong bodies, tight muscles!'
•'Smooth and controlled movements!'
•'Talk to your partner!'
•'Hold for 3... 2... 1!'
•'Feel the balance between you!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m with non-slip surface

Surface Check

Clean, dry, even surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check mats are properly positioned with no overlaps
•Ensure benches and box tops are stable and appropriate height
•Verify cones are in good condition with no sharp edges

Risk Management

Key Risks

•Falls during counter balancing
•Collisions during transitions
•Overbalancing when leaning away from partner
•Strain from forcing positions

Risk Mitigation

•Proper progression from simple to complex balances
•Emphasis on control and communication between partners
•Clear boundaries and adequate mat coverage
•Stress on gradual entry and exit from balances

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all working pairs
•Monitor partner communication and trust building
•Watch for fatigue affecting safety
•Intervene if students attempt moves beyond ability

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact school emergency procedures if required