Lesson 2 - Counter Balance and Counter Tension
Individual to Team Mastery
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we use our partner's weight and body tension to create stunning balanced shapes together?
Learning Objectives
- To understand and demonstrate the principles of counter balance and counter tension
- To perform controlled partner balances with quality body tension
- To evaluate and improve sequences using peer feedback
Key Outcomes
- Students will create three different counter balance positions with a partner
- Students will demonstrate three counter tension balances showing quality control
- Students will use feedback to improve the aesthetics and control of their balances
Equipment & Resources Required
Spread evenly around space with 2m gaps between mats
Alternative: Yoga mats, carpet squares for softer surfaces
Available at teaching station for reference
Alternative: Printed diagrams, tablet images of positions
For timing 5-second balance holds
Alternative: Smartphone timer, wall clock with second hand
Key Vocabulary
A balance where partners push against each other to maintain equilibrium
A balance where partners pull away from each other to maintain equilibrium
Tightening muscles throughout the body to maintain control and strength
The visual appeal and beauty of gymnastic shapes and movements
A state of balance where forces are equal and stable
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic individual balances with control
- Understands the concept of body tension
- Has experience working safely with partners in gymnastics
Current Skills
- Performing counter balance and counter tension techniques
- Creating sequences with partner balances
- Using feedback to improve performance
Next Steps
- Combining partner balances into complex sequences
- Adding apparatus to partner work
- Creating group balances with multiple partners
Milestone Indicators
Key Teaching Points
- Counter balance involves pushing forces, counter tension involves pulling forces
- Strong body tension is essential for quality gymnastics positions
- Safe partner work requires communication, trust, and gradual progression
- Five-second holds demonstrate control and strength
- Quality balances show clear shapes at varying levels
- Feedback should be specific, positive, and focused on improvement
- Practice and patience lead to better performance in partner activities
Common Misconceptions
- Thinking that counter balance and counter tension are the same - emphasise push vs pull
- Believing that holding longer automatically means better quality - focus on control over duration
- Assuming that more complex positions are always better - celebrate quality in simple positions
- Thinking body tension means being stiff and uncomfortable - teach controlled muscle engagement
- Believing that feedback should focus on mistakes - model positive, constructive approaches
SEN Adaptations
ADHD
- Shorter practice segments, clear physical boundaries, frequent positive feedback and movement breaks
dyspraxia
- Extra practice time for coordination, simplified positions initially, use wall support if needed
autism spectrum
- Clear routine structure, visual schedule of activities, quiet practice space if needed
visual impairment
- Use verbal descriptions of positions, tactile guidance for hand placement, work with sighted partner
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, use visual timing signals
physical disability
- Adapt to seated positions, use resistance bands for counter tension, focus on upper body balances
Cross-Curricular Links
English
Using precise vocabulary to describe movements and forces, following complex instructions
Science
Forces and motion - understanding push and pull forces, gravity and balance
PSHE
Trust and cooperation, giving constructive feedback, celebrating others' achievements
Teacher Guidance
Positioning
Central position for demonstrations, circulate during practice for individual feedback
Observation Focus
Partner communication, body tension quality, balance control, safety adherence
Intervention Points
Step in if unsafe practices observed, provide support for students struggling with concepts
Demonstration Notes
Use confident students for demonstrations, exaggerate key teaching points, always demonstrate safety first
Verbal Cues
- •'Squeeze those muscles tight!'
- •'Push together, pull apart!'
- •'Hold it... 3, 4, 5!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space, minimum 30m x 20m for 30 students with mats
Surface Check
Clean, dry, non-slip surface suitable for gymnastics mats
Equipment Safety
Safety Checks
- •All mats checked for tears, secure positioning with no overlaps
- •Adequate spacing between mats for partner movements
- •Resource cards laminated and free from sharp edges
Risk Management
Key Risks
- •Partner lifting activities - risk of dropping or straining
- •Loss of balance during counter tension - risk of falling backwards
- •Collisions between pairs working near each other
Risk Mitigation
- •Clear guidelines on appropriate lifting height and technique
- •Emphasis on gradual progression in balance range
- •Adequate spacing maintained between working pairs
- •Immediate stop signal established and practised
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs during partner activities
- •Move around hall to provide close supervision of challenging activities
- •Monitor for fatigue that might lead to unsafe practices
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, contact office if needed