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Lesson 2 - Counter Balance and Counter Tension

Individual to Team Mastery

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Year 6

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Gymnastics

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Big Question

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

Gymnastics Mats

15 (1 per pair)

Spread evenly around space with 2m gaps between mats

Alternative: Yoga mats, carpet squares for softer surfaces

Counterbalance Resource Cards

8 cards

Available at teaching station for reference

Alternative: Printed diagrams, tablet images of positions

Stopwatch

For timing 5-second balance holds

Alternative: Smartphone timer, wall clock with second hand

Key Vocabulary

Counter Balance

A balance where partners push against each other to maintain equilibrium

Counter Tension

A balance where partners pull away from each other to maintain equilibrium

Body Tension

Tightening muscles throughout the body to maintain control and strength

Aesthetics

The visual appeal and beauty of gymnastic shapes and movements

Equilibrium

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

Can distinguish between pushing and pulling forces in balances

Maintains balance for required time with partner

Demonstrates improving quality after receiving feedback

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