Lesson 5 - Partner Balances & Transitions
Individual to Team Performance
•Year 5
•Gymnastics
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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
Spread evenly around hall with clear pathways between
Alternative: Carpet tiles, yoga mats
Position around hall perimeter for extension activities
Alternative: Low platforms, balance beams
Available for students ready for apparatus work
Alternative: Step platforms, foam blocks
Define movement boundaries and mat areas
Alternative: Bean bags, markers
Key Vocabulary
A balance where partners support each other by leaning away and using each other's weight
The movement or way you travel from one balance or position to another
Tightening muscles to create strong, controlled body shapes
Ways to make sequences more interesting using levels, directions, speed and space
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
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