Lesson 1 - Introduction to Counter Balance
Partner Balancing: Counter Balance and Counter Tension Mastery
•Year 5
•Gymnastics
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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
Spread evenly around the hall with adequate space between
Alternative: Carpet squares or yoga mats
Positioned where all students can see for vocabulary and demonstrations
Alternative: Flip chart paper
For background music during practice phases
Alternative: Phone with speaker
Key Vocabulary
A balance where partners use each other's body weight to create stability that would be impossible alone
When students perform the same movement one after the other in sequence
When students perform the same movement at exactly the same time
Smooth, continuous movement without stops or jerky motions
The body parts that touch between partners to create the balance
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
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