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Lesson 1 - Counter Balance and Tension

Mastering Counter Balance and Tension Through Partner Gymnastics

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Year 6

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Gymnastics

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Big Question

How can we use our bodies as counterweights to create stable and elegant gymnastics balances?

Learning Objectives

To demonstrate controlled balances on a variety of body parts
To work collaboratively with a partner to create counter balance sequences
To understand and apply the principles of tension and balance in gymnastics

Key Outcomes

Students will hold controlled balances on different numbers of body parts
Students will create and perform counter balance sequences in unison with partners
Students will demonstrate understanding of technical gymnastics vocabulary

Equipment & Resources Required

Gymnastics Mats

7 large mats

Spread around hall with adequate spacing

Alternative: Carpet tiles or soft surface area

Apparatus

4-6 pieces (benches, low boxes)

Positioned around hall at different stations

Alternative: Classroom chairs or stable platforms

Stopwatch

Keep accessible for timing activities

Alternative: Phone timer or wall clock

Digital Cameras

For recording student performances and feedback

Alternative: Smartphone for recording

Key Vocabulary

Counter balance

Using one person's weight to balance against another person's weight

Body tension

Tightening muscles to create strong, controlled body shapes

Unison

Performing movements at exactly the same time

Balance points

Parts of the body that touch the ground to support weight

Sequence

A series of connected movements performed one after another

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gymnastics shapes and balances
Understanding of body tension
Experience working with partners in PE

Current Skills

Counter balance techniques
Partner synchronisation
Advanced balance control
Technical gymnastics vocabulary

Next Steps

Complex partner sequences
Group counter balances
Competitive gymnastics elements

Milestone Indicators

Sustained balances for 5+ seconds

Smooth transitions between balances

Effective partner communication

Key Teaching Points

Safety and trust are paramount in all partner work
Body tension creates stability and control in all balances
Counter balance requires equal effort and communication from both partners
Progress from simple to complex balances systematically
Apparatus work extends floor skills but requires additional safety awareness
Self-assessment and reflection consolidate learning
Creative problem-solving enhances engagement and skill development

Common Misconceptions

Thinking only one partner needs to work in counter balances - correction: both must contribute equally
Believing floppy bodies are easier to balance - correction: muscle tension provides stability
Assuming bigger students always support smaller ones - correction: technique matters more than size
Thinking faster movement means better performance - correction: control and precision are key
Believing apparatus work is completely different from floor work - correction: same principles apply

SEN Adaptations

ADHD

Shorter activity segments, regular movement breaks, clear boundaries and expectations

dyspraxia

Extra practice time for coordination, simplified sequences initially, additional support for apparatus work

autism spectrum

Clear routine and structure, visual schedule available, quiet space for breaks if overwhelmed

visual impairment

Clear verbal descriptions of all positions, partner guidance for spatial awareness, tactile cues for body positioning

hearing impairment

Visual demonstrations emphasised, hand signals for communication, written instructions available

physical disability

Modified balance positions using available support, seated counter balance variations, adapted equipment as needed

Cross-Curricular Links

Maths

Counting body parts, timing sequences, measuring angles in balances, calculating points in warm-up game

Science

Forces and balance, centre of gravity, leverage principles, muscle engagement and body systems

Art

Body shapes and lines, creative expression through movement, visual composition in partner work

PSHE

Trust building, communication skills, respecting differences, perseverance through challenges

Teacher Guidance

Positioning

Central position during demonstrations, circulate during partner work, close supervision during apparatus use

Observation Focus

Partner communication, body tension quality, safety awareness, creative problem-solving

Intervention Points

Step in if unsafe counter balances attempted, support students struggling with partner work, provide technical guidance for advanced skills

Demonstration Notes

Always demonstrate counter balances with volunteer, emphasise safety throughout, show multiple examples of same skill

Verbal Cues

•'Strong bodies like statues!'
•'Trust your partner!'
•'Count together - 1, 2, 3!'
•'Gentle pressure only!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, plus apparatus storage areas

Surface Check

Non-slip surface essential, clean and free from obstacles

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned under all inverted balances
•Adequate spacing between apparatus stations

Risk Management

Key Risks

•Falls from apparatus or during partner work
•Collision between pairs during counter balancing
•Overexertion during strength-based activities
•Injury from unsafe apparatus handling

Risk Mitigation

•Clear safety briefing before each activity section
•Supervised apparatus setup and pack-away
•Progressive skill building from simple to complex
•Emphasis on partner trust and communication

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during partner work
•Monitor apparatus areas closely during circuit work
•Intervene immediately if unsafe practice observed

Emergency Procedures

Stop all activity immediately, assess injury, appropriate first aid response, complete accident forms if required