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Lesson 3 - Partner 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 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

Gymnastics Mats

15 (1 per pair)

Spread evenly around space with adequate room between for safe movement

Alternative: Yoga mats, exercise mats, or crash mats

Counterbalance Resource Cards

7 sets

Available for students who need visual support or ideas

Alternative: Printed diagrams or teacher demonstration

Key Vocabulary

Counterbalance

Any balance where a person uses another person's weight to stay balanced by pushing against them

Counter-tension

Any balance where a person uses another person's weight to stay balanced by pulling away from them

Sequence

A series of gymnastic movements linked together with smooth transitions

Compositional devices

Techniques used to improve the quality of a performance, such as levels, timing, and direction

Transition

The movement or action that connects one balance or position to another

Body tension

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

Can maintain partner balance for 5+ seconds with control

Demonstrates clear difference between counterbalance and counter-tension

Shows smooth transitions between balances in sequence

Uses appropriate gymnastic vocabulary when giving feedback

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