Lesson 6 - Counter Balance and Tension Mastery
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 to create dynamic group sequences that combine counter balance and counter tension in creative ways?
Learning Objectives
- To perform asymmetrical counter balances in group sequences using canon and unison
- To demonstrate understanding of the difference between counter balance and counter tension
- To work collaboratively in groups of four to create and refine gymnastics sequences
Key Outcomes
- Students will perform complex counter balance sequences with confidence and control
- Students will demonstrate clear understanding of gymnastics terminology and concepts
- Students will work effectively in groups to create and evaluate performances
Equipment & Resources Required
Distributed around apparatus stations and main floor area
Alternative: Yoga mats or carpet tiles for cushioning
Placed in corners of hall for self-assessment activity
Alternative: Coloured hoops or markers
For timing apparatus setup challenge
Alternative: Phone timer or hall clock
For recording sequences and assessment evidence
Alternative: Phone camera
Key Vocabulary
Two or more people using their body weight to support each other whilst balancing
Two or more people pulling against each other to create a balanced position
Not matching or mirroring - each side or person doing something different
Performing the same movement one after another, like a Mexican wave
Everyone performing the same movement at exactly the same time
The different routes and directions of movement through space
The quality of movement including speed, force, and flow
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic counter balance in pairs from previous lessons
- Understanding of symmetrical balances
- Experience working with apparatus safely
- Knowledge of canon and unison from dance
Current Skills
- Asymmetrical counter balances in groups of four
- Combining counter balance and counter tension
- Creating sequences using canon and unison
- Working at different levels and pathways
Next Steps
- More complex group gymnastics compositions
- Advanced apparatus work with partner balances
- Competition-style routine development
- Teaching and coaching skills
Milestone Indicators
Key Teaching Points
- Counter balance involves supporting each other's weight while counter tension involves pulling against each other
- Asymmetrical balances create more interesting visual compositions and challenge different muscle groups
- Canon and unison timing must be clearly defined and practiced for effective group sequences
- Safe entry and exit from all balance positions is as important as holding the balance itself
- Group cooperation and communication are essential for successful complex gymnastics work
- Apparatus extends the possibilities for balance work but requires heightened safety awareness
- Quality of movement and control are more important than attempting overly complex positions
Common Misconceptions
- Thinking counter balance and counter tension are the same thing - emphasise the difference between supporting weight and pulling against each other
- Believing asymmetrical means unbalanced - explain that asymmetrical means different but still stable
- Assuming canon means everyone doing different things - clarify that canon is the same movement at different times
- Thinking bigger group balances are always better - emphasise that quality and safety matter more than complexity
- Believing gymnastics is only about individual skills - highlight the importance of group work and cooperation
- Assuming apparatus makes everything more difficult - show how apparatus can actually provide support and new possibilities
SEN Adaptations
ADHD
- Frequent activity changes, clear role definitions in group work, movement breaks between sections
dyspraxia
- Simplified movement patterns, additional practice time, peer buddy support for complex sequences
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if overwhelmed by group work
visual impairment
- Clear verbal descriptions of all positions, tactile guidance for balance positions, buddy system for movement around apparatus
hearing impairment
- Visual demonstrations of all skills, hand signals for timing, written instruction cards available
physical disability
- Modified balance positions appropriate to individual needs, wheelchair-accessible alternatives, adapted apparatus or floor-based alternatives
Cross-Curricular Links
Maths
Symmetry and asymmetry in balance positions, counting beats for canon timing, angles and levels in body positions
Science
Forces and balance - pushes and pulls, centre of gravity and stability, muscle groups working together
Art
Creating aesthetically pleasing group compositions, exploring line and form through body shapes
Drama
Sequencing and timing skills, working in ensemble, performance and presentation skills
PSHE
Teamwork and cooperation, trust and communication, building confidence through challenge
Teacher Guidance
Positioning
Mobile positioning to supervise all groups, particular attention to apparatus stations and complex balance attempts
Observation Focus
Watch for safe weight distribution, effective communication within groups, and progression in skill development
Intervention Points
Step in if unsafe balance attempts, break down complex skills into manageable steps, provide encouragement for group cooperation
Demonstration Notes
Use student demonstrations wherever possible, focus on key technique points, ensure all students can see clearly
Verbal Cues
- •'Check your weight is balanced!'
- •'Communicate with your partner!'
- •'Strong muscles, soft movements!'
- •'Think about your exit strategy!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with additional apparatus areas around perimeter
Surface Check
Clean, dry floor surface free from obstacles, mats available for cushioning impact
Equipment Safety
Safety Checks
- •All apparatus checked for stability before student use
- •Mats positioned appropriately around apparatus
- •Equipment stored safely when not in use
- •Adequate spacing between apparatus stations
Risk Management
Key Risks
- •Falls from counter balance positions
- •Excessive weight bearing in counter tension
- •Collisions during group movement
- •Apparatus-related injuries
- •Neck strain in shoulder balances
Risk Mitigation
- •Progressive skill building from simple to complex balances
- •Clear communication protocols within groups
- •Teacher supervision of all apparatus work
- •Safe entry and exit procedures for all balances
- •Immediate stop signals and response procedures
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Circulate to provide close supervision of challenging attempts
- •Monitor fatigue levels affecting safe technique
- •Intervene immediately if unsafe practices observed
Emergency Procedures
Stop signal, assess situation, provide appropriate first aid if required, clear communication with office if serious injury