Lesson 7 - Group Balance Sequences
Individual to Team Mastery
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we work together safely to create impressive group balances that tell a story through movement?
Learning Objectives
- To be able to create and perform group balances with control and fluency
- To develop leadership skills by leading warm-up routines
- To combine gymnastic actions using compositional devices to improve sequence quality
Key Outcomes
- Students will combine gymnastic actions, shapes and balances with control and fluency
- Students will create and perform sequences using compositional devices to improve quality
- Students will demonstrate leadership by guiding peers through warm-up routines
Equipment & Resources Required
Arrange in spaces around hall with clear pathways between
Alternative: Yoga mats or thick blankets for cushioning
Laminate for durability, place in visible locations
Alternative: Printed images or tablet display
Include variety of difficulty levels for differentiation
Alternative: Projected images or demonstration by teacher
For timing 5-second balance holds
Alternative: Smartphone timer apps or central class timer
Key Vocabulary
A balance involving multiple people working together to create a stable formation
Tightening muscles throughout the body to maintain strong, controlled positions
Techniques used to make sequences more interesting such as levels, directions, speed changes
The movement used to link one balance or action to another smoothly
In group balances, the base provides support while the top is supported
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Individual balancing skills and body tension control
- Basic gymnastic shapes and positions
- Understanding of levels, directions and pathways
- Simple sequence creation with individual movements
Current Skills
- Group balance coordination and communication
- Safe entry and exit techniques for group balances
- Leadership skills in warm-up activities
- Sequence creation using compositional devices
Next Steps
- Complex partner and group sequences
- Advanced compositional techniques
- Teaching and coaching roles in gymnastics
- Competition-style routine creation
Milestone Indicators
Key Teaching Points
- Communication must always precede any group balance attempt
- Body tension is essential for both base and top positions in balances
- Safe entry and exit techniques prevent injuries and build confidence
- Leadership skills develop through student-led warm-up activities
- Compositional devices (levels, directions, pathways) enhance sequence quality
- Five-second balance holds demonstrate control and stability
- Peer feedback develops observation skills and gymnastics vocabulary
Common Misconceptions
- Group balances are just about strength - actually require communication and technique
- Holding balances is easy - requires significant core strength and body tension
- Anyone can be a base - bases need specific strength and positioning skills
- Transitions don't matter - smooth transitions are crucial for sequence quality
- Feedback should focus on mistakes - positive, specific feedback is more effective
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks between discussions
dyspraxia
- Allow extra practice time, provide additional support for coordination challenges, use simpler balance positions initially
autism spectrum
- Provide clear structure and routine, use visual schedules for lesson progression, offer quiet observation time if needed
visual impairment
- Use verbal descriptions of resource cards, provide tactile guidance for balance positions, ensure clear audio cues throughout
hearing impairment
- Use visual demonstrations and hand signals, provide written instruction cards, ensure visual contact during communication
physical disability
- Adapt balances for wheelchair users or limited mobility, use seated variations, modify roles within groups as appropriate
Cross-Curricular Links
English
Vocabulary development with technical gymnastics terms, giving clear instructions and feedback, descriptive language for movement
Science
Understanding forces and balance, centre of gravity concepts, muscle tension and control, teamwork and communication principles
Mathematics
Counting 5-second balance holds, calculating group formation patterns, exploring symmetry and asymmetry in balances
PSHE
Leadership development, teamwork and cooperation, communication skills, building confidence and resilience
Teacher Guidance
Positioning
Central location with clear sight lines to all groups, mobile to provide close support when needed
Observation Focus
Group communication, body tension in balances, safe entry/exit techniques, creative use of compositional devices
Intervention Points
Step in if safety protocols not followed, groups struggling with communication, or unsafe balance attempts observed
Demonstration Notes
Use students to demonstrate where possible, show clear contrast between safe and unsafe practices, emphasise communication and control throughout
Verbal Cues
- •'Communication first, then movement!'
- •'Strong body tension - tight like a plank!'
- •'Plan your exit before you enter the balance!'
- •'Count those five seconds together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with mats providing safe landing areas
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Gymnastics mats properly positioned with no gaps
- •Resource cards laminated to prevent paper cuts
- •Adequate space between mat areas for safe movement
Risk Management
Key Risks
- •Falls during group balances
- •Collisions between groups
- •Overextension during balance attempts
- •Poor communication leading to unsafe practices
Risk Mitigation
- •Mandatory communication before all group balance attempts
- •Progressive skill building from simple to complex balances
- •Clear boundaries between group practice areas
- •Teacher supervision of all group balance attempts
- •Emergency exit procedures established for all balances
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups simultaneously
- •Move between groups to monitor technique and safety
- •Intervene immediately if unsafe practices observed
- •Ensure all students understand and follow safety protocols
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, ensure other students are safely positioned away from incident