Lesson 2 - Counter Balance Application on Apparatus
Partner Balancing: Counter Balance and Counter Tension Mastery
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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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
Place around apparatus for safety landings
Alternative: Crash mats for extra safety
Various heights, securely positioned with mats underneath
Alternative: Low beams or platforms
Stable positioning with adequate space around each
Alternative: Vaulting boxes at medium height
Check all bars are secure, mats positioned below
Alternative: Climbing frame sections
Create stations with different height challenges
Alternative: Steps, low boxes, agility equipment
Key Vocabulary
A pushing balance where partners lean away from each other to create stability
Movement performed one after the other, not at the same time
Movement performed at exactly the same time by both partners
Smooth, continuous movement without stops or jerky transitions
Different heights in gymnastics - high, medium, low positions
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
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