Lesson 1 - Counter Balance and 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 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
Spread around hall with adequate spacing
Alternative: Carpet tiles or soft surface area
Positioned around hall at different stations
Alternative: Classroom chairs or stable platforms
Keep accessible for timing activities
Alternative: Phone timer or wall clock
For recording student performances and feedback
Alternative: Smartphone for recording
Key Vocabulary
Using one person's weight to balance against another person's weight
Tightening muscles to create strong, controlled body shapes
Performing movements at exactly the same time
Parts of the body that touch the ground to support weight
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
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