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Lesson 6 - Counter Balance and Tension Mastery

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 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

Gymnastics Mats

6-8 stations

Distributed around apparatus stations and main floor area

Alternative: Yoga mats or carpet tiles for cushioning

Coloured Cones

4 different colours for assessment

Placed in corners of hall for self-assessment activity

Alternative: Coloured hoops or markers

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer or hall clock

Digital Cameras

For recording sequences and assessment evidence

Alternative: Phone camera

Key Vocabulary

Counter Balance

Two or more people using their body weight to support each other whilst balancing

Counter Tension

Two or more people pulling against each other to create a balanced position

Asymmetrical

Not matching or mirroring - each side or person doing something different

Canon

Performing the same movement one after another, like a Mexican wave

Unison

Everyone performing the same movement at exactly the same time

Pathways

The different routes and directions of movement through space

Dynamics

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

Maintains balance for minimum 3 seconds in group positions

Demonstrates clear difference between counter balance and counter tension

Creates flowing sequences with smooth transitions

Provides constructive feedback to teammates

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