Lesson 3 - Counter Tension Balances and Sequence Timing
Mastering Timing and Synchronisation in Partner and Group Gymnastics
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we use counter tension balances to create dynamic sequences with perfect timing?
Learning Objectives
- To develop counter tension balances at different levels with precise timing
- To create sequences combining travelling and balancing moves in canon
- To demonstrate enjoyment in competing and challenging themselves to improve
Key Outcomes
- Students will perform counter tension balances at multiple levels
- Students will create timed sequences incorporating travelling and balancing
- Students will show improvement through self-challenge and feedback
Equipment & Resources Required
Spread around working space for safety
Alternative: Yoga mats or carpeted area
Create circuit around hall with clear pathways
Alternative: Chairs or step platforms
For timing apparatus setup challenge
Alternative: Phone timer or wall clock
For assessment and feedback purposes
Alternative: Tablet or smartphone
Key Vocabulary
Two people pulling against each other to create balance
One person starts a movement, the second follows shortly after
The speed, force and flow of movement
Moving smoothly from one skill to another
High (standing), medium (kneeling), low (lying/crouching)
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements on floor and apparatus
- Simple balancing skills and body tension
- Working cooperatively in pairs
- Understanding of canon and unison
Current Skills
- Counter tension balances at different levels
- Sequence creation with timing elements
- Transitional movements between skills
- Self-assessment and improvement
Next Steps
- Advanced partner balancing techniques
- Complex sequence composition
- Performance under pressure
- Teaching and coaching others
Milestone Indicators
Key Teaching Points
- Counter tension requires equal force from both partners to create stable balance
- Canon timing means one person starts, the other follows - not together
- Transitions between movements should flow smoothly without jerky stops
- Clear starting and finishing positions make sequences look professional
- Safety rules with apparatus are non-negotiable and protect everyone
- Self-challenge means trying your personal best, not competing with others
- Feedback should be specific and helpful, focusing on what you observed
Common Misconceptions
- Counter tension is about strength rather than balance - correct by emphasising equal force
- Canon and unison are the same thing - demonstrate clear differences with examples
- Apparatus work is about doing dangerous moves - emphasise safety and control
- Only perfect performances deserve recognition - celebrate effort and improvement
- Gymnastics is only for naturally flexible students - show how all can participate and improve
SEN Adaptations
ADHD
- Break activities into shorter segments, provide fidget tools during discussions, offer movement breaks as needed
dyspraxia
- Allow extra practice time, break down movements into smaller steps, provide physical guidance when requested
autism spectrum
- Provide clear lesson structure visually, offer quiet space for breaks, use consistent partner pairings
visual impairment
- Use bright coloured mats for boundaries, provide verbal descriptions of demonstrations, pair with sighted partner for guidance
hearing impairment
- Use visual signals for timing, demonstrate all instructions clearly, use hand signals for feedback
physical disability
- Adapt counter tension to seated positions, modify apparatus height, provide additional support equipment
Cross-Curricular Links
Maths
Timing and rhythm patterns, symmetrical and asymmetrical shapes, measuring improvement and performance
Science
Forces and motion - understanding pull and push forces, momentum in rocking movements, balance and centre of gravity
Music
Canon timing similar to musical rounds, rhythm and beat in movement sequences
PSHE
Building trust with partners, giving constructive feedback, resilience when facing challenges, celebrating diverse achievements
Teacher Guidance
Positioning
Move constantly between pairs during skill work, position centrally during demonstrations
Observation Focus
Watch for counter tension technique, timing accuracy, and safety consciousness
Intervention Points
Step in when safety rules are broken, technique is unsafe, or students need confidence building
Demonstration Notes
Use confident student helpers for demonstrations, exaggerate key teaching points for visibility, break down complex movements into steps
Verbal Cues
- •'Pull away from each other!'
- •'Feel the tension in your arms!'
- •'Wait for your partner's timing!'
- •'Smooth transitions!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with apparatus storage area
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all apparatus is stable and in good condition
- •Ensure mats are positioned under all apparatus
- •Verify adequate spacing between apparatus stations
- •Check stopwatch and recording equipment are working
Risk Management
Key Risks
- •Falls during counter tension balances
- •Apparatus-related injuries from poor handling
- •Collisions during travelling movements
- •Strain injuries from over-ambitious attempts
Risk Mitigation
- •Progressive skill building from simple to complex
- •Clear apparatus handling rules and demonstrations
- •Adequate spacing between working pairs
- •Emphasis on controlled movements throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during apparatus work
- •Monitor partner communication during counter tension
- •Watch for fatigue during physically demanding sections
- •Be ready to intervene during challenging attempts
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, remove from activity if necessary