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Lesson 7 - Group Balance Sequences

Individual to Team Mastery

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Year 6

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Gymnastics

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Big Question

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

Gymnastics Mats

15 (2 mats per group of 4)

Arrange in spaces around hall with clear pathways between

Alternative: Yoga mats or thick blankets for cushioning

Down Dog Group Balance Resource Card

1 per group (or displayed on screen)

Laminate for durability, place in visible locations

Alternative: Printed images or tablet display

Counterbalance Resource Cards

1 set per group

Include variety of difficulty levels for differentiation

Alternative: Projected images or demonstration by teacher

Stopwatch

1 per group

For timing 5-second balance holds

Alternative: Smartphone timer apps or central class timer

Key Vocabulary

Group Balance

A balance involving multiple people working together to create a stable formation

Body Tension

Tightening muscles throughout the body to maintain strong, controlled positions

Compositional Devices

Techniques used to make sequences more interesting such as levels, directions, speed changes

Transition

The movement used to link one balance or action to another smoothly

Base and Top

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

Demonstrates controlled group balances held for 5+ seconds

Shows clear leadership during warm-up routines

Creates flowing sequences with smooth transitions

Provides constructive feedback to peers

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