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Lesson 1 - Introduction to Counter Balance

Partner Balancing: Counter Balance and Counter Tension Mastery

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Year 5

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Gymnastics

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Big Question

How can we use our partner's body weight and strength to create amazing balances that would be impossible alone?

Learning Objectives

To understand and demonstrate the concept of counter balance in gymnastics
To create excellent, interesting counter balances with a partner using different levels and connection points
To move smoothly in and out of counter balances using flow, canon, and unison

Key Outcomes

Students will create at least two different counter balances with their partner
Students will demonstrate understanding of counter balance principles through peer assessment
Students will apply gymnastics terminology (canon, unison, flow) to improve their sequences

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Spread evenly around the hall with adequate space between

Alternative: Carpet squares or yoga mats

Sun Markers

Positioned where all students can see for vocabulary and demonstrations

Alternative: Flip chart paper

Music Player

For background music during practice phases

Alternative: Phone with speaker

Key Vocabulary

Counter Balance

A balance where partners use each other's body weight to create stability that would be impossible alone

Canon

When students perform the same movement one after the other in sequence

Unison

When students perform the same movement at exactly the same time

Flow

Smooth, continuous movement without stops or jerky motions

Connection Points

The body parts that touch between partners to create the balance

Levels

Different heights in gymnastics - low, medium, and high

Skill Progression Pathway

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

Prior Learning

Basic individual balances from Years 3 and 4
Understanding of body control and tension
Experience working with partners in gymnastics

Current Skills

Counter balance principles and execution
Creating interesting variations using levels and connection points
Smooth transitions in and out of balances

Next Steps

Counter tension balances
Combining counter balance and counter tension
Complex partner sequences on apparatus

Milestone Indicators

Can explain the difference between counter balance and regular balance

Demonstrates controlled movement in and out of static positions

Shows understanding of how partner's weight affects balance

Key Teaching Points

Counter balance requires equal pressure and weight distribution from both partners
True counter balance means both people would fall if one let go
Quality over quantity - better to have fewer excellent balances than many poor ones
Flow and control are more impressive than dramatic shapes
Canon means sequential (one after the other), unison means simultaneous
Different levels and connection points create visual interest
Partner cooperation and communication are essential for success

Common Misconceptions

Thinking counter balance is just touching another person while balancing independently - emphasise the interdependence
Believing bigger students can't work with smaller students - teach about using appropriate force and positioning
Assuming canon and unison are the same thing - clearly demonstrate the timing differences
Thinking gymnastics is only about flexibility - emphasise strength, control, and cooperation
Believing mistakes mean failure - emphasise learning process and improvement

SEN Adaptations

ADHD

Short activity segments with clear transitions, physical movement integrated throughout, immediate feedback and praise

dyspraxia

Extra practice time for coordination, simplified movement patterns initially, additional physical support as needed

autism spectrum

Clear structure with visual schedule, quiet practice zones available, predictable partner pairings

visual impairment

Use verbal descriptions of balance positions, tactile guidance from teacher, partner provides verbal cues for positioning

hearing impairment

Use clear visual demonstrations, written instructions on board, hand signals for timing cues

physical disability

Adapt balance positions for wheelchair users, seated variations, use of alternative support devices

Cross-Curricular Links

English

Vocabulary development with gymnastics terminology, descriptive language for movement quality, communication skills in partnership

Maths

Angles and symmetry in balance positions, counting timing for canon and unison, measuring angles of lean in counter balance

Science

Forces and motion in counter balance, centre of gravity and stability, friction and grip between partners

PSHE

Trust and cooperation with partners, giving and receiving constructive feedback, building confidence through achievement

Teacher Guidance

Positioning

Move continuously between pairs, spend equal time with all groups, position for whole-class visibility during demonstrations

Observation Focus

Watch for safe technique, genuine counter balance (not just touching), equal participation from both partners

Intervention Points

Step in if unsafe techniques developing, support struggling partnerships, challenge advanced pairs appropriately

Demonstration Notes

Use confident student partnerships for examples, always demonstrate safety considerations, show both correct and incorrect examples for clarity

Verbal Cues

•'Push equally against each other'
•'Feel how you need your partner'
•'Smooth and controlled movements'
•'Hold that excellent shape!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall with non-slip surface clear of obstacles

Surface Check

Dry, clean surface free from hazards, mats properly positioned and flat

Equipment Safety

Safety Checks

•Mats checked for wear and properly positioned
•Adequate space between working pairs
•No damaged or unsafe equipment in use

Risk Management

Key Risks

•Falls during balance attempts
•Collisions between pairs
•Overextension during counter balance
•Sudden release of counter balance

Risk Mitigation

•Partners matched for similar size and strength
•Progressive skill building from simple to complex
•Clear safety instructions about controlled movements
•Adequate spacing between working pairs
•Teacher demonstration of safe techniques

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs
•Move between groups to monitor technique
•Watch for signs of fatigue or frustration
•Ensure safe partner matching throughout

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required