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Lesson 2 - Counter Balance Application on Apparatus

Partner Balancing: Counter Balance and Counter Tension Mastery

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Year 5

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Gymnastics

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45 min

Big Question

How can we apply our counter balance skills to apparatus and create fluid, excellent movements?

Learning Objectives

To transfer counter balance skills from floor work onto gymnastics apparatus
To explore ways to move out of counter balances and off apparatus with control and flow
To create interesting counter balances using different levels and connection points on apparatus

Key Outcomes

Students will demonstrate counter balances on apparatus with excellent technique
Students will move out of balances with flow using canon or unison
Students will give constructive feedback to partners about balance quality

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Place around apparatus for safety landings

Alternative: Crash mats for extra safety

Benches

4-6 benches

Various heights, securely positioned with mats underneath

Alternative: Low beams or platforms

Tables

2-3 tables

Stable positioning with adequate space around each

Alternative: Vaulting boxes at medium height

Wall Bars

1.5 sets

Check all bars are secure, mats positioned below

Alternative: Climbing frame sections

Apparatus

Various pieces

Create stations with different height challenges

Alternative: Steps, low boxes, agility equipment

Key Vocabulary

Counter Balance

A pushing balance where partners lean away from each other to create stability

Canon

Movement performed one after the other, not at the same time

Unison

Movement performed at exactly the same time by both partners

Flow

Smooth, continuous movement without stops or jerky transitions

Levels

Different heights in gymnastics - high, medium, low positions

Connection Points

The body parts where partners make contact during balances

Skill Progression Pathway

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

Prior Learning

Basic counter balance skills on floor
Understanding of pushing balances
Safe apparatus handling and movement

Current Skills

Transferring balances to apparatus
Creating interesting balances with levels
Moving out of balances with flow

Next Steps

Complex counter balance sequences
Counter tension introduction
Partner gymnastics routines

Milestone Indicators

Balances held for 4+ seconds on apparatus

Smooth transitions between positions

Evidence of different levels and connection points

Key Teaching Points

Counter balance requires pushing away from partner, not pulling towards
Apparatus creates opportunities for different levels and more interesting balances
Flow means continuous, smooth movement without stops or jerky transitions
Canon is one after the other, unison is at the same time
Safety is paramount - always check apparatus and communicate with partner
Quality is more important than complexity in gymnastics
Both partners must contribute equally to create effective counter balance

Common Misconceptions

Thinking counter balance means pulling towards each other (it's pushing away)
Believing harder/higher apparatus always makes better gymnastics (quality over difficulty)
Assuming one partner can carry the whole balance (requires equal contribution)
Thinking flow means moving fast (it means moving smoothly)
Believing apparatus work is only for advanced students (all can participate safely)
Assuming counter balances only work with hands (many connection points possible)

SEN Adaptations

ADHD

Break activities into shorter segments, provide fidget equipment between activities, use visual and kinesthetic cues, clear boundaries and expectations

dyspraxia

Extra practice time for sequences, simplified movement patterns initially, additional physical support from teacher or partner, break down movements into smaller steps

autism spectrum

Provide clear structure and routine, visual sequence cards for lesson progression, quiet area available if needed, consistent partner pairings

visual impairment

Use brightly coloured apparatus where possible, clear verbal descriptions of positions, assign sighted partner for guidance, tactile exploration of apparatus before use

hearing impairment

Use visual signals and demonstrations, written instruction cards, ensure clear sight lines for lip reading, use vibrating countdown timer for balance holds

physical disability

Adapt apparatus heights for wheelchair access, modify counter balances for different mobility levels, use resistance bands for adapted pushing balances, ensure accessible pathways

Cross-Curricular Links

English

Technical vocabulary development, clear communication with partners, descriptive language for movement quality

Maths

Counting seconds for balance holds, measuring heights and levels, calculating angles in balances

Science

Forces and counter-forces in balance, gravity and stability, lever principles in counter balances

PSHE

Cooperation and trust in partnership work, giving and receiving feedback respectfully, building confidence

Teacher Guidance

Positioning

Move continuously between apparatus stations, positioning to see all groups while giving focused attention to each pair

Observation Focus

Watch for counter balance principles, partner cooperation, safe apparatus use, and quality of movement flow

Intervention Points

Step in if safety is compromised, technique is significantly poor, or partnership cooperation breaks down

Demonstration Notes

Use clear, exaggerated movements to show counter balance principles, always emphasise safety procedures, involve students in demonstrations where appropriate

Verbal Cues

•'Push away from each other!'
•'Remember to count together!'
•'Show me that flow!'
•'Check your mats before moving!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 20m with additional height clearance for apparatus work

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned around all apparatus landing areas
•No damaged or worn equipment used
•Apparatus heights appropriate for year group

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Overbalancing during counter balances
•Unsafe dismounting

Risk Mitigation

•Clear safety briefing before apparatus use
•Continuous partner communication required
•Mats positioned around all apparatus
•Teacher positioned for maximum supervision
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position to see all apparatus stations
•Move between stations to provide close guidance
•Monitor partner communication and support
•Watch for fatigue affecting safety

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, ensure other students remain safely positioned