Lesson 4 - 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 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
Positioned around apparatus stations
Alternative: Exercise mats or crash mats
For timing apparatus setup and activities
Alternative: Phone timer or class timer
For assessment and feedback purposes
Alternative: Tablet or smartphone
Key Vocabulary
When two people lean away from each other while maintaining contact, using their body weight to create balance
The point of support around which balance is maintained
When both partners create the same shape on either side of the fulcrum
When partners create different shapes while maintaining counter tension
Using force against something to create stability
The different qualities of movement including speed, force and flow
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
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