Lesson 3 - Partner Balance Sequences
Individual to Team Mastery
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create flowing gymnastic sequences that seamlessly connect partner balances using different levels and movements?
Learning Objectives
- To link partner balances into smooth, controlled sequences
- To understand and demonstrate counterbalance and counter-tension techniques
- To use compositional devices to improve sequence quality and flow
Key Outcomes
- Students will create and perform partner sequences with clear beginning, middle and end
- Students will demonstrate understanding of counterbalance vs counter-tension through practical application
- Students will evaluate performances using gymnastic terminology and suggest improvements
Equipment & Resources Required
Spread evenly around space with adequate room between for safe movement
Alternative: Yoga mats, exercise mats, or crash mats
Available for students who need visual support or ideas
Alternative: Printed diagrams or teacher demonstration
Key Vocabulary
Any balance where a person uses another person's weight to stay balanced by pushing against them
Any balance where a person uses another person's weight to stay balanced by pulling away from them
A series of gymnastic movements linked together with smooth transitions
Techniques used to improve the quality of a performance, such as levels, timing, and direction
The movement or action that connects one balance or position to another
Controlled muscle engagement that creates strong, stable positions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic individual balances and shapes
- Simple partner work and cooperation
- Understanding of levels in gymnastics
- Basic rolling and travelling movements
Current Skills
- Partner balances using counterbalance and counter-tension
- Linking movements to create flowing sequences
- Using timing and coordination with a partner
- Applying compositional devices to improve quality
Next Steps
- Group balances and sequences
- Advanced apparatus work with partner balances
- Creating longer, more complex sequences
- Incorporating advanced gymnastic elements
Milestone Indicators
Key Teaching Points
- Equal partnership is essential - both students must contribute actively to all balances
- Communication and timing are crucial for smooth sequence flow and safety
- Quality control trumps complexity - better to perform simple balances well than complex ones poorly
- Clear distinction between counterbalance (pushing) and counter-tension (pulling) must be emphasised
- Sequences should have obvious beginning, middle and end positions with smooth transitions
- Safety through progression - build from simple to complex balances gradually
- Use gymnastic vocabulary consistently to develop students' technical language
Common Misconceptions
- Misconception: One partner can be passive while the other does all the work. Reality: Both partners must be actively engaged in creating and maintaining balances
- Misconception: Counterbalance and counter-tension are the same thing. Reality: Counterbalance involves pushing forces, counter-tension involves pulling forces
- Misconception: Faster transitions look better. Reality: Controlled, smooth transitions show more skill than rushed movements
- Misconception: More complex balances are always better. Reality: Well-controlled simple balances demonstrate more skill than wobbly complex ones
- Misconception: The sequence is just the balances. Reality: Entries, transitions, and exits are equally important for quality sequences
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement positively, frequent positive feedback
dyspraxia
- Allow extra practice time, use simpler balance positions initially, focus on one element at a time, provide physical guidance
autism spectrum
- Provide clear structure and routine, visual schedule of lesson phases, quiet space available if needed, consistent partner pairing
visual impairment
- Use verbal descriptions of balances, tactile guidance for hand placement, buddy system with sighted partner for spatial awareness
hearing impairment
- Use visual demonstrations and hand signals, written instruction cards, ensure clear line of sight to teacher
physical disability
- Adapt balances for seated or supported positions, use walls or apparatus for additional support, modify hold times as needed
Cross-Curricular Links
English
Following complex instructions, using technical vocabulary correctly, giving constructive feedback
Science
Forces in counterbalance and counter-tension, gravity and balance points, leverage and physics of partner work
PSHE
Cooperation and trust building, communication skills, supporting others, building confidence through achievement
Teacher Guidance
Positioning
Move around the outside of working area for clear view of all pairs, position centrally for demonstrations
Observation Focus
Watch for equal partnership, control during balances, smooth sequence flow, appropriate challenge level
Intervention Points
Step in if safety concerns arise, help with balance technique, support struggling partnerships
Demonstration Notes
Use clear, slow demonstrations with volunteer student, emphasise key differences between balance types, show both correct and incorrect examples for clarity
Verbal Cues
- •'Equal effort from both partners!'
- •'Hold it steady for 5 seconds!'
- •'Make it flow like water!'
- •'Think about your timing together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 20m clear space, non-slip surface
Surface Check
Ensure floor is clean, dry and free from obstacles, mats properly positioned and secure
Equipment Safety
Safety Checks
- •Check all mats are in good condition with no tears or worn areas
- •Ensure mats are placed flat with no curled edges
- •Verify adequate spacing between working areas
Risk Management
Key Risks
- •Falls during balance attempts
- •Collisions between pairs working too close together
- •Overambitious balance attempts beyond ability level
- •Poor communication leading to sudden releases
Risk Mitigation
- •Establish clear boundaries for each working pair
- •Emphasise communication and controlled movements
- •Progress from simple to complex balances gradually
- •Teacher approval required for advanced balance attempts
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all working pairs
- •Circulate regularly to check technique and safety
- •Be ready to intervene if risky attempts are made
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space for emergency services if needed