Lesson 6 - Counter Balance and Counter Tension Performance
Partner Balancing: Counter Balance and Counter Tension Mastery
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we demonstrate mastery of counter balance and counter tension through confident performance?
Learning Objectives
- To perform completed sequences with excellent technique and flow
- To demonstrate counter balance and counter tension skills confidently
- To assess and evaluate own and others' performances accurately
Key Outcomes
- Students will perform their gymnastics sequences with fluidity and control
- Students will demonstrate understanding of counter balance and counter tension
- Students will provide constructive feedback using assessment criteria
Equipment & Resources Required
Arrange apparatus stations around hall with clear pathways between
Alternative: Tables, PE benches, crash mats
Pre-printed sheets with clear criteria, clipboards if available
Alternative: Simple observation checklist, verbal feedback prompts
For timing 4-second balance holds during assessment
Alternative: Phone timer, wall clock with second hand
Key Vocabulary
A balance where partners support each other by pulling away from each other
A balance where partners support each other by pushing together
Smooth, continuous movement between gymnastics elements
When partners perform the same movement but at different times
When partners perform movements at exactly the same time
A series of gymnastics movements performed in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of counter balance and counter tension principles
- Experience creating sequences with partner
- Knowledge of excellent gymnastics criteria
Current Skills
- Confident performance of completed sequences
- Peer assessment and evaluation skills
- Application of flow between movements and apparatus
Next Steps
- Creating more complex partner sequences
- Incorporating canon and unison elements
- Advanced apparatus work
Milestone Indicators
Key Teaching Points
- Emphasise quality over complexity in all gymnastics elements
- Ensure clear distinction between counter balance (pulling) and counter tension (pushing)
- Focus on 4-second balance holds as non-negotiable standard
- Build performance confidence through positive reinforcement
- Model and expect respectful audience behaviour throughout
- Use assessment as learning tool rather than just measurement
- Celebrate effort, improvement and partnership as much as technical achievement
Common Misconceptions
- Counter balance and counter tension are the same thing - clarify pulling vs pushing actions
- Flow means moving quickly - explain smooth, controlled transitions
- Assessment is about finding faults - focus on recognising strengths and suggesting improvements
- Complex movements are always better - emphasise excellence in simple elements
- Performance anxiety means failure - normalise nerves and celebrate courage
SEN Adaptations
ADHD
- Clear start and end points for activities, regular movement breaks, specific roles during assessment
dyspraxia
- Extra practice time for sequences, simplified assessment criteria, partner support for planning
autism spectrum
- Clear sequence structure, visual schedule of lesson phases, quiet reflection spaces available
visual impairment
- Partner guidance for apparatus navigation, verbal description of assessment criteria, tactile feedback for balance positions
hearing impairment
- Visual demonstration of all instructions, written assessment criteria, hand signals for timing
physical disability
- Modified balance positions, seated assessment role, adapted apparatus heights
Cross-Curricular Links
English
Descriptive vocabulary for movement, verbal feedback skills, assessment criteria understanding
Maths
Timing 4-second holds, counting sequences, measuring apparatus distances
Science
Balance and forces, centre of gravity, lever principles in counter balance
PSHE
Partnership skills, giving constructive feedback, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter for clear view of all apparatus stations and performance areas
Observation Focus
Partner communication, balance quality, sequence flow, assessment accuracy
Intervention Points
Support nervous performers, guide assessment discussions, ensure safety protocols
Demonstration Notes
Show clear examples of assessment criteria, model respectful audience behaviour, demonstrate quality feedback
Verbal Cues
- •'Hold for 4 seconds'
- •'Communicate with your partner'
- •'Focus on your excellent gymnastics'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 20m with apparatus setup areas
Surface Check
Non-slip indoor surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats correctly positioned and secure
- •Assessment sheets and pencils safely managed
Risk Management
Key Risks
- •Falls during partner balancing
- •Collisions during transitions between apparatus
- •Apparatus instability or movement
Risk Mitigation
- •Clear communication protocols for partner work
- •Adequate spacing between apparatus stations
- •Progressive skill building throughout unit
- •Proper warm-up and cool-down procedures
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Monitor partner communication during balances
- •Check 4-second balance timing accurately
Emergency Procedures
Stop activity immediately, assess injury, apply first aid as trained, seek additional support if required