Lesson 3 - Counter Balance and Rolling Sequences
Mastering Counter Balance and Tension Through Partner Gymnastics
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we combine counter balances with rolling movements to create aesthetically pleasing sequences?
Learning Objectives
- To hold a range of symmetrical and asymmetrical counter balances with control
- To incorporate rolling movements into balancing sequences
- To use different dynamics and pathways to enhance sequence aesthetics
Key Outcomes
- Students will demonstrate controlled counter balances at different levels
- Students will create flowing sequences combining balances and rolls
- Students will provide effective feedback to improve performance
Equipment & Resources Required
Distributed around hall perimeter for easy access
Alternative: Yoga mats, carpet squares for floor work
Pre-arranged in stations around the hall
Alternative: Chairs, tables, playground equipment
Teacher held for timing activities
Alternative: Smartphone timer, wall clock
For filming sequences and assessment evidence
Alternative: Tablet, smartphone
Key Vocabulary
A position where two or more people balance against each other using opposing forces
Both sides of the body or formation mirror each other exactly
Different shapes or positions on each side of the body
The use of varying speed, force and energy levels in movement
The routes and directions taken when travelling through space
The smooth connection between one movement and the next
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance positions and holds
- Simple rolling techniques (log roll, teddy bear roll)
- Understanding of body tension and control
Current Skills
- Counter balance techniques at multiple levels
- Seamless transitions between balances and rolls
- Use of pathways and dynamics in sequences
Next Steps
- Complex partner counter balances
- Advanced apparatus work with counter balancing
- Competition-level sequence development
Milestone Indicators
Key Teaching Points
- Emphasise smooth transitions between balances and travel movements
- Develop sustained 4-second balance holds with proper body tension
- Encourage creative use of apparatus while maintaining safety standards
- Focus on both symmetrical and asymmetrical counter balance positions
- Use peer assessment to develop observation and feedback skills
- Build sequences progressively from simple to complex combinations
- Celebrate effort and improvement alongside achievement
Common Misconceptions
- Counter balances require equal strength - actually about positioning and leverage
- Faster transitions are always better - quality and control matter more than speed
- Apparatus work is only for advanced students - adaptations make it accessible to all
- Symmetrical balances are easier than asymmetrical - both require specific skills and practice
- Self-assessment means being critical - it's about honest reflection and recognising progress
SEN Adaptations
ADHD
- Shorter practice segments, clear boundaries and expectations, regular feedback and encouragement, movement breaks built in
dyspraxia
- Simplified sequences initially, extra practice time for coordination, verbal prompts for sequence order, partner support
autism spectrum
- Clear structure and routine, visual sequence cards, quiet practice space available, predictable apparatus rotation
visual impairment
- Verbal descriptions of apparatus layout, tactile exploration of equipment, buddy system for apparatus work
hearing impairment
- Visual demonstrations of sequences, written instruction cards, clear hand signals for safety
physical disability
- Modified counter balances using chairs or floor work, adapted apparatus or alternatives, focus on individual capability
Cross-Curricular Links
Maths
Counting 4-second holds, exploring symmetrical and asymmetrical patterns, measuring apparatus heights and distances
Science
Understanding forces in counter balancing, centre of gravity in balance positions, momentum in rolling movements
Art
Creating aesthetically pleasing sequences, exploring dynamics and contrast in movement, spatial composition
PSHE
Cooperation and trust in partner work, self-assessment and honest reflection, celebrating effort and achievement
Teacher Guidance
Positioning
Move around apparatus stations for optimal observation and support
Observation Focus
Partner cooperation, balance control, safe apparatus use, sequence development
Intervention Points
Step in if unsafe apparatus use observed, provide encouragement for effort over outcome
Demonstration Notes
Use confident pairs to model good practice, emphasise specific quality points, encourage peer learning
Verbal Cues
- •'Strong body tension!'
- •'Smooth transitions!'
- •'Perfect symmetry!'
- •'Use your apparatus creatively!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 20m with apparatus storage area
Surface Check
Non-slip surface, clear of obstacles, apparatus safely positioned
Equipment Safety
Safety Checks
- •Check apparatus stability before use
- •Ensure mats are positioned for rolling activities
- •Verify apparatus carried correctly in pairs
Risk Management
Key Risks
- •Falls from apparatus or during counter balances
- •Collisions between pairs during floor work
- •Inappropriate risk-taking on apparatus
Risk Mitigation
- •Clear safety rules established and reinforced
- •Appropriate partner matching for size and ability
- •Progressive skill building from floor to apparatus work
- •Continuous supervision during apparatus activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus stations
- •Monitor apparatus setup and storage procedures
- •Observe partner work for safe cooperation
Emergency Procedures
Stop signal, assess injury, appropriate first aid response, incident recording