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Lesson 4 - 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 body weight and our partner's strength to create stunning balances that seem to defy gravity?

Learning Objectives

To perform a range of symmetrical and asymmetrical counter tension balances with a partner at different levels
To use body weight in opposition to apparatus effectively and safely
To link skills smoothly to create fluid sequences with aesthetic appeal

Key Outcomes

Students will demonstrate controlled counter tension balances showing understanding of fulcrum principles
Students will create sequences that flow seamlessly from one balance to another
Students will apply counter tension techniques when working with apparatus

Equipment & Resources Required

Gymnastics Mats

Varied - benches, boxes, wall bars

Positioned around apparatus stations

Alternative: Exercise mats or crash mats

Stopwatch

For timing apparatus setup and activities

Alternative: Phone timer or class timer

Video Device

1 (optional)

For assessment and feedback purposes

Alternative: Tablet or smartphone

Key Vocabulary

Counter tension

When two people lean away from each other while maintaining contact, using their body weight to create balance

Fulcrum

The point of support around which balance is maintained

Symmetrical balance

When both partners create the same shape on either side of the fulcrum

Asymmetrical balance

When partners create different shapes while maintaining counter tension

Opposition

Using force against something to create stability

Dynamics

The different qualities of movement including speed, force and flow

Aesthetic

Pleasing to look at; having beauty in movement

Skill Progression Pathway

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

Prior Learning

Basic partner balancing skills
Understanding of body weight and support
Ability to work cooperatively with a partner
Experience with apparatus handling

Current Skills

Counter tension balancing at different levels
Creating sequences with smooth transitions
Using body weight in opposition to apparatus
Aesthetic awareness in movement

Next Steps

Complex counter balance sequences with multiple partners
Advanced apparatus work with counter tension
Creating group sequences with counter balance elements
Performing sequences to music with dynamic variation

Milestone Indicators

Holds counter tension balances for minimum 3 seconds

Links 3 different balances smoothly without losing control

Demonstrates understanding of fulcrum and leverage principles

Shows aesthetic awareness in sequence creation

Key Teaching Points

Counter tension requires both partners to lean away from the point of connection
Safety is paramount - control and gradual progression are essential
Sequences should flow smoothly with clear beginning, middle and end
Apparatus work applies the same principles but requires extra caution
Aesthetic awareness develops through practice and observation of others
Partner cooperation and trust are fundamental to success
Personal challenge and improvement matter more than comparison with others

Common Misconceptions

Thinking counter tension means pushing against partner (actually means leaning away)
Believing higher or more dramatic positions are automatically better (control and technique matter most)
Assuming apparatus work should be risky or spectacular (focus should be on applying principles safely)
Thinking sequences need to be fast-paced (smooth, controlled movement is the goal)
Believing only naturally strong students can succeed (technique and cooperation are more important than strength)

SEN Adaptations

ADHD

Shorter activity segments with regular changes, clear boundaries and expectations, immediate positive feedback, movement breaks as needed

dyspraxia

Slower progression through skills, additional practice time, simplified sequences initially, clear step-by-step verbal instructions

autism spectrum

Clear structure and routine, visual sequence cards showing progression, quiet space available if needed, consistent partner pairings

visual impairment

Use verbal descriptions of positions, tactile guidance for hand placement, partner provides additional verbal feedback, bright coloured equipment where possible

hearing impairment

Visual demonstrations essential, hand signals for instructions, written instruction cards available, face student when giving instructions

physical disability

Adapted positions allowing for mobility aids, focus on upper body counter tension if lower body affected, modify apparatus heights and types as needed

Cross-Curricular Links

Science

Forces and motion - understanding leverage, fulcrums and balance points; gravity and weight distribution; physics of counter-tension

Art

Aesthetic appreciation and creating visually pleasing sequences; dynamics and expression in movement; design principles applied to physical performance

Mathematics

Angles in balance positions; symmetry and asymmetry; timing and counting; measuring balance hold times; geometric shapes in balancing

PSHE

Cooperation and trust in partner work; giving and receiving constructive feedback; supporting others' learning and development

Teacher Guidance

Positioning

Move around the teaching space to observe all groups, position at apparatus stations during that phase, central location for demonstrations and whole-class instruction

Observation Focus

Watch for genuine counter tension (leaning away), control in balances, safety awareness, quality of partner cooperation, aesthetic development in sequences

Intervention Points

Step in if students struggling with basic concept, if safety rules not followed, if partnerships not working effectively, if apparatus work becoming unsafe

Demonstration Notes

Use confident student volunteers for demonstrations, exaggerate key teaching points for clarity, show both correct technique and common mistakes, involve students in identifying good practice

Verbal Cues

•'Lean away from each other!'
•'Hold that balance steady!'
•'Make it flow smoothly!'
•'Use your partner's weight to help you!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 10m clear space, plus additional space for apparatus stations

Surface Check

Clean, dry, non-slip floor surface suitable for partner work and apparatus use

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned appropriately around apparatus
•Clear pathways between apparatus stations
•Equipment carried by two people where appropriate

Risk Management

Key Risks

•Partner collisions during counter tension work
•Falls during apparatus balancing
•Overconfident risk-taking with apparatus
•Strain from holding positions too long

Risk Mitigation

•Clear spacing between working pairs
•Progressive skill building from simple to complex
•Constant supervision of apparatus work
•Emphasis on control over dramatic effect
•Regular checks of student comfort and capability

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Monitor partner work for appropriate pressure and support
•Watch for signs of fatigue or strain
•Ensure safety rules compliance during apparatus setup

Emergency Procedures

Stop activity immediately if any safety concerns, assess injury appropriately, have first aid kit accessible, know emergency contact procedures