Lesson 3 - Counter Balance Sequence Development
Partner Balancing: Counter Balance and Counter Tension Mastery
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we create flowing gymnastic sequences that demonstrate excellent counter balance techniques?
Learning Objectives
- Apply excellent gymnastics principles to developing counter balance sequences
- Create smooth transitions between balances and travelling movements
- Work collaboratively to develop and refine sequence composition
Key Outcomes
- Students will demonstrate excellent counter balance holds for 4+ seconds
- Students will create flowing transitions from balances to new apparatus
- Students will use peer assessment to improve sequence quality
Equipment & Resources Required
Arrange apparatus around hall with safe spacing between stations
Alternative: PE mats and portable equipment if apparatus unavailable
Place under and around apparatus for safety
Alternative: Yoga mats or PE mats
Pre-prepared with key assessment criteria
Alternative: Simple peer assessment cards
Key Vocabulary
A balance where partners support each other by leaning away and using their combined weight
Stretching body parts to create long, elegant lines in gymnastics
Smooth, continuous movement from one position to another without stopping
When partners perform the same movement but at different times
When partners perform movements at exactly the same time
A series of connected gymnastic movements performed in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance positions and holds
- Simple partner work and cooperation
- Understanding of gymnastic apparatus safety
Current Skills
- Counter balance techniques with partners
- Flowing transitions between movements
- Sequence composition and development
Next Steps
- Complex counter tension combinations
- Advanced sequence choreography
- Group sequence performances
Milestone Indicators
Key Teaching Points
- Counter balances require equal contribution from both partners
- Extension and control are essential for excellent gymnastics
- Flow means smooth, continuous movement without stopping
- Hold balances for exactly 4 seconds before moving out
- Canon and unison create different effects in sequences
- Peer assessment helps everyone improve their gymnastics
- Safety awareness is essential when working on apparatus
Common Misconceptions
- Counter balance means one person does all the work - emphasise mutual support
- Excellent gymnastics is only for talented students - show how everyone can achieve quality
- Flow means moving quickly - demonstrate controlled, smooth movements
- Canon and unison are the same thing - clearly distinguish timing differences
- Apparatus work is dangerous - teach proper safety and supervision techniques
SEN Adaptations
ADHD
- Shorter practice periods, clear activity boundaries, immediate feedback and celebration
dyspraxia
- Simplified balance positions, extra practice time, larger apparatus for easier targeting
autism spectrum
- Clear sequence structure, visual schedule of activities, quiet zones available if needed
visual impairment
- Use bright apparatus markers, verbal descriptions of positions, buddy system for navigation
hearing impairment
- Visual demonstrations, hand signals for timing, written sequence cards
physical disability
- Adapted balances using walls/apparatus for support, modified travelling movements, seated alternatives
Cross-Curricular Links
Maths
Counting 4-second holds, measuring apparatus spacing, exploring symmetry in balance positions
Science
Forces and balance, centre of gravity in counter balances, physics of leverage and support
Design Technology
Planning and designing sequence structures, evaluating and improving compositions
PSHE
Cooperation and trust in partnership work, giving and receiving constructive feedback
Teacher Guidance
Positioning
Move continuously between apparatus stations, spend time observing each pair's sequence development
Observation Focus
Counter balance technique, flow quality, partner cooperation, and application of feedback
Intervention Points
Step in when balances become unsafe, when pairs struggle with cooperation, or when technique needs correction
Demonstration Notes
Use students as positive examples, demonstrate key techniques clearly, emphasise difference between excellent and adequate
Verbal Cues
- •'Hold for 4... excellent extension!'
- •'Show me the flow out of that balance!'
- •'What makes this counter balance excellent?'
Safety Considerations
Space & Surface Requirements
Space Requirements
School hall minimum 15m x 10m with apparatus storage, clear ceiling height 3m+
Surface Check
Clean, dry hall floor suitable for gymnastics, check for any wet spots or debris
Equipment Safety
Safety Checks
- •Check all apparatus stability before use
- •Ensure safety mats are positioned correctly around apparatus
- •Verify apparatus is appropriate height for Year 5 students
Risk Management
Key Risks
- •Falls from apparatus during balance work
- •Collisions between pairs during travelling movements
- •Apparatus instability during counter balance attempts
Risk Mitigation
- •Establish clear working boundaries around each apparatus station
- •Teach and practise safe falling techniques
- •Ensure adequate spacing between working pairs
- •Regular apparatus stability checks during lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus stations
- •Monitor counter balance attempts for stability and safety
- •Watch for fatigue affecting technique and safety
Emergency Procedures
Stop, assess injury, appropriate first aid response, contact school medical support if needed