Lesson 5 - Canon Sequences with Counter Balance and Counter Tension
Mastering Counter Balance and Tension Through Partner Gymnastics
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we use timing and technical precision to create impressive gymnastics sequences that demonstrate perfect coordination between partners?
Learning Objectives
- To perform sequences in canon at different levels with precise timing
- To link asymmetrical counter tension balances and counter balances using smooth transitional moves
- To evaluate gymnastics performances using correct technical vocabulary
Key Outcomes
- Students will demonstrate canon sequences with controlled timing and coordination
- Students will create flowing sequences combining different types of balances at varied levels
- Students will provide constructive feedback using appropriate gymnastics terminology
Equipment & Resources Required
Placed in central hoop or designated area
Alternative: Small balls, scarves, or other retrievable objects
Distributed around apparatus stations
Alternative: Carpet squares for floor work areas
Set up in circuit format around hall perimeter
Alternative: Benches, boxes, wall bars, ropes
For timing apparatus setup challenges
Alternative: Timer app on device
For capturing peer assessment moments
Alternative: Tablet or smartphone
Key Vocabulary
Performing the same movements one after another in sequence, like an echo
Partners use each other's weight to maintain balance, pulling away from each other
Partners create balance by pushing against each other with equal force
Smooth, controlled movements that connect one balance to the next
Body shapes or partner positions that are not the same on both sides
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic counter balance holds with partner
- Understanding of body tension and core strength
- Simple transitional movements between positions
Current Skills
- Canon timing and coordination
- Linking balances with smooth transitions
- Technical evaluation and feedback
Next Steps
- Complex partner sequences with apparatus
- Group sequences involving multiple pairs
- Creating and teaching sequences to others
Milestone Indicators
Key Teaching Points
- Counter balance involves pulling away from partner with equal force
- Counter tension involves pushing against partner with equal force
- Canon timing requires one partner to start, the other to follow after designated count
- Smooth transitions maintain flow between different balance positions
- Technical vocabulary should be used accurately in all feedback
- Safety must be maintained throughout partner work and apparatus use
- Quality of movement is more important than speed or complexity
Common Misconceptions
- Thinking counter balance and counter tension are the same thing - emphasise pull vs push difference
- Believing canon means doing movements at exactly the same time - show delayed start clearly
- Assuming all feedback should be positive - teach constructive improvement suggestions
- Thinking transitions should be rushed - emphasise control and flow over speed
- Believing apparatus makes balancing easier - discuss how it can add challenge too
SEN Adaptations
ADHD
- Shorter practice segments, clear boundaries for working areas, regular position changes and activity variety
dyspraxia
- Simplified sequences, extra practice time, visual and verbal cues combined, peer support partnerships
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Clear verbal descriptions of all movements, tactile guidance for balance positions, partner support for spatial awareness
hearing impairment
- Visual demonstrations of all techniques, clear hand signals for timing, written or pictorial instruction cards
physical disability
- Adapted balance positions, seated variations, modified apparatus use, focus on achievable movements
Cross-Curricular Links
English
Technical vocabulary development, clear communication in feedback, following and giving instructions
Maths
Counting for timing, angles in body positions, measuring balance hold durations
Science
Forces and balance, gravity and counter-forces, body systems working together
PSHE
Cooperation and partnership skills, giving and receiving feedback, building confidence and resilience
Teacher Guidance
Positioning
Central position with clear view of all working pairs, circulate during practice
Observation Focus
Watch for balance quality, partner cooperation, correct technique, and safe practice
Intervention Points
Step in for safety concerns, technique correction, or partnership difficulties
Demonstration Notes
Use confident students for demonstrations, emphasise key teaching points clearly, show techniques slowly for clarity
Verbal Cues
- •'Hold that balance for 5 counts!'
- •'Remember equal force from both partners!'
- •'Use your technical words in feedback!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall with minimum 15m x 20m clear working area
Surface Check
Clean, dry, non-slip surface suitable for gymnastics activities
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are correctly positioned
- •Verify bean bags are clean and intact
Risk Management
Key Risks
- •Falls during balance work
- •Collisions during partner activities
- •Apparatus-related injuries
- •Strain from excessive leaning in counter balances
Risk Mitigation
- •Progressive skill building from floor to apparatus
- •Clear boundaries between working pairs
- •Emphasis on controlled movements throughout
- •Partner matching for similar physical capabilities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Circulate during partner work for safety monitoring
- •Direct supervision during apparatus setup and pack-away
Emergency Procedures
Stop activity immediately, assess injury, apply first aid if trained, seek medical support if needed