Lesson 2 - Counter Balance and Partner Cooperation
Mastering Counter Balance and Tension Through Partner Gymnastics
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we use push and pull forces to create amazing balances with a partner?
Learning Objectives
- To understand and apply counter balancing principles using push and pull forces
- To create and perform symmetrical and asymmetrical partner balances at different levels
- To evaluate partner work using correct gymnastics vocabulary
Key Outcomes
- Students will demonstrate effective counter balances with control and stability
- Students will work cooperatively with partners showing trust and communication
- Students will use technical language to provide constructive feedback
Equipment & Resources Required
Place in central collection point for warm-up activity
Alternative: Small balls, cones, or scarves
Distributed around activity areas for safety
Alternative: Yoga mats or carpet squares
For timing apparatus setup and activities
Alternative: Phone timer or classroom clock
For capturing peer assessment examples
Alternative: Phone or tablet camera
Key Vocabulary
Two people working together to distribute weight and create stability
Forces that move objects away from the source of the force
Forces that draw objects towards the source of the force
A balance where both sides of the body are in different positions
A balance where both sides of the body mirror each other
The area between and including all points of contact with the ground
Controlled muscle engagement throughout the body to maintain position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic individual balancing on different body parts
- Understanding of stable base and body tension
- Simple partner work and cooperation skills
Current Skills
- Counter balancing using push and pull forces
- Symmetrical and asymmetrical partner balances
- Peer evaluation using technical vocabulary
Next Steps
- Complex partner sequences with apparatus
- Group balancing and pyramids
- Advanced counter tension techniques
Milestone Indicators
Key Teaching Points
- Emphasise trust and communication as foundations of partner work
- Use correct technical vocabulary consistently throughout lesson
- Focus on quality of balance holds rather than quantity of attempts
- Encourage creative exploration within safety parameters
- Model positive peer feedback using specific technical language
- Connect push and pull forces to real-life examples for understanding
- Celebrate effort and improvement alongside achievement
Common Misconceptions
- Counter balancing is just holding hands - correct: it requires specific force application and body positioning
- Asymmetrical means unbalanced - correct: asymmetrical means different shapes on each side while maintaining overall balance
- Harder balances are always better - correct: control and technique matter more than complexity
- Only gymnasts need to use technical language - correct: precise vocabulary helps everyone understand and improve
- Partner work is just for those who are friends - correct: gymnastics partnerships are about trust and skill, not friendship
SEN Adaptations
ADHD
- Regular movement breaks, clear short instructions, positive behaviour recognition system
dyspraxia
- Break down movements into smaller steps, additional practice time, peer buddy support
autism spectrum
- Clear routine and expectations, quiet spaces available, visual schedule of activities
visual impairment
- Clear verbal descriptions of positions, tactile guidance for hand placement, partner support system
hearing impairment
- Visual demonstrations, written instruction cards, clear hand signals for stop/start
physical disability
- Floor-based balancing focus, supported positions using walls/apparatus, adapted equipment
Cross-Curricular Links
English
Technical vocabulary development, giving and receiving instructions, peer feedback skills
Maths
Symmetry and asymmetry, angles and positions, timing and counting
Science
Forces and motion, push and pull forces, centre of gravity and stability
PSHE
Trust and cooperation, communication skills, supporting others' learning
Teacher Guidance
Positioning
Move between groups during activities, position for apparatus safety oversight
Observation Focus
Partner cooperation, technical language use, balance control and safety
Intervention Points
Step in when balances become unsafe, guide peer feedback quality, support struggling partnerships
Demonstration Notes
Model all key balances first, show clear contrast between good and poor technique, emphasise safety throughout
Verbal Cues
- •'Strong body tension!'
- •'Use your technical words!'
- •'Trust your partner!'
- •'Show me those different levels!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m with high ceiling for apparatus work
Surface Check
Non-slip surface, dry and clear of obstacles
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned under all balancing activities
- •Bean bags checked for secure fastenings
Risk Management
Key Risks
- •Falls during partner balancing
- •Collisions during warm-up activity
- •Apparatus-related injuries
Risk Mitigation
- •Mandatory mat use for all balancing work
- •Partner size matching for counter balances
- •Clear apparatus safety rules and supervision
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Monitor partner balancing attempts closely
- •Ensure apparatus rules compliance
Emergency Procedures
Stop signal, clear assessment, appropriate first aid response, contact emergency services if required