Lesson 1 - Controlled Balances
Partner Forces and Body Tension in Gymnastics
•Year 7
•Gymnastics
•Start Planning Better PE Lessons
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How can you use body tension and control to create perfectly balanced shapes on different combinations of body parts?
Learning Objectives
- Link skills to perform actions and sequences of movement with control
- Evaluate the work of others using correct technical language
- Hold controlled balances on a variety of points and patches on a given number of body parts
Key Outcomes
- Students will perform stable balances on 1-5 body parts with clear body tension
- Students will create synchronised partner sequences with smooth transitions
- Students will use technical vocabulary to assess and improve gymnastics performances
Equipment & Resources Required
Stored safely in mat trolley, students collect in pairs
Alternative: Crash mats for support level, yoga mats for floor work only
Teacher-held for apparatus setup timing and balance holds
Alternative: Visible timer, smartphone timer app
Charged and ready, appropriate permissions obtained for filming students
Alternative: Multiple devices for different groups, no recording if unavailable
Displayed at each apparatus station showing setup
Alternative: Visual displays, whiteboard sketches
Key Vocabulary
Small parts of the body used for balance, such as hands, feet, elbows, knees, or head
Larger areas of the body used for balance, such as back, stomach, shoulders, or thighs
Controlled tightness of muscles throughout the body to create stable, clear shapes
Two or more people balancing together by pushing against each other to create stability
Moving at exactly the same time as your partner, creating unison
The movement that connects one balance to another in a smooth, controlled way
A series of linked movements and balances performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (tuck, pike, straddle, straight)
- Simple balances on large body parts
- Safe movement and apparatus handling
- Understanding of personal space
Current Skills
- Controlled balances on specific numbers of body parts (1-5)
- Body tension and shape clarity
- Synchronised partner work
- Smooth transitions between balances
- Technical vocabulary for evaluation
Next Steps
- Counter-balance techniques with partners
- Counter-tension balances
- Complex apparatus work incorporating balances
- Advanced sequence composition
Milestone Indicators
Key Teaching Points
- Body tension is fundamental - muscles must be tight throughout to create clear shapes and stable balances
- Points (small body parts) and patches (larger body parts) provide different stability bases - students must understand the difference
- Synchronisation requires communication, practice, and clear signals (counting down) - not just attempting together
- Transitions between balances should be as controlled and elegant as the balances themselves - no rushing
- Counter-balance involves mutual support where both partners are essential to stability - equal effort required
- Safety during apparatus work depends on following rules consistently - reinforce with positive challenge (beat the record)
- Technical vocabulary empowers students to analyse and improve performances - model and expect its use throughout
Common Misconceptions
- Misconception: 'Any contact with floor counts as a body part' - Clarify that body parts must be clearly taking weight, not just touching lightly
- Misconception: 'Balances are only successful if held perfectly still' - Explain that minor wobbles are normal; controlled recovery is a skill
- Misconception: 'Counter-balance means one person supports another' - Correct understanding: both people create balance together through push/pull forces
- Misconception: 'More body parts = easier balance' - Explain that stability depends on base shape (triangle) not just number of parts
- Misconception: 'Gymnastics is only for flexible people' - Emphasise that strength, control, and body awareness are equally important as flexibility
- Misconception: 'Synchronisation means doing the same thing at roughly the same time' - Clarify that true unison means exactly simultaneous with identical shapes
SEN Adaptations
ADHD
- Keep activities short with frequent changes (already built into lesson), provide clear visual boundaries for work spaces, give immediate specific feedback, assign leadership roles during apparatus work, allow movement breaks between sections, use timer visible to student to show activity duration, offer fidget tools during instruction time
dyspraxia
- Allow extra practice time for each balance, use larger apparatus with more stable surfaces, reduce complexity of sequences (2 balances instead of 3-4), provide hand-over-hand guidance for positioning, use mirrors to help see body position, allow longer transition times, pair with patient supportive partner, break skills into smaller micro-steps
autism spectrum
- Provide visual schedule showing lesson structure, use clear consistent routines for apparatus setup, offer quiet zone for breaks if overstimulated, give advance warning of transitions between activities, allow familiarity time with equipment before use, use social stories about partner work expectations, provide sensory-friendly equipment options
visual impairment
- Use brightly coloured mats for contrast, provide verbal descriptions of all balances with specific body part positions, allow tactile exploration of partner's balance positions to understand shapes, use texture markers on apparatus to identify safe areas, buddy system with sighted partner for apparatus navigation
hearing impairment
- Use visual demonstrations for all instructions, establish clear hand signals for FREEZE and GO, provide written task cards with diagrams at each station, ensure student can see teacher's face for lip-reading during instructions, use vibrating timer for balance duration
physical disability
- Adapt balances to seated positions or using supportive equipment, allow use of wheelchair as base for creative balances, modify body part numbers (e.g., balance on 2-3 parts only), provide additional adult support for apparatus access, use lower-level apparatus only, extend hold times or reduce them based on individual strength
Cross-Curricular Links
English
Technical vocabulary development, giving verbal feedback to peers, describing movements and positions precisely, listening and following multi-step instructions, evaluating performances with specific language
Maths
Counting body parts in balances (1-5), measuring hold times in seconds, calculating apparatus setup speed, understanding angles in body shapes, symmetry in partner balances, geometry of triangular balance bases
Science
Forces in balance (gravity, centre of mass, counterbalance forces), muscular system (which muscles create tension), skeletal system (bones as support structure), levers in the body, friction between body and surfaces
Design Technology
Understanding structures and stability, problem-solving to create balanced positions, testing and refining sequences, spatial design in apparatus use
PSHE
Teamwork and cooperation in partner work, building resilience when balances are difficult, managing emotions and frustration, encouraging and supporting others, taking responsibility for safety, setting personal goals for improvement
Teacher Guidance
Positioning
Stand at corner of hall for visibility of all students during floor work; circulate between apparatus stations during apparatus work, spending more time at higher-risk stations; position centrally during demonstrations and whole-class instructions
Observation Focus
Watch for: body tension (tight muscles, clear lines), balance stability (minimal wobbling, held for full duration), smooth transitions (controlled movement between positions), synchronisation in partner work (simultaneous movement, matching shapes), safe apparatus use (controlled mounting/dismounting, appropriate challenge level)
Intervention Points
Step in immediately if: unsafe apparatus use observed, students attempting skills beyond ability, balance positions risking injury (excessive back arching, neck strain), partner work showing inappropriate force, fatigue causing loss of control, equipment setup incorrect or unstable
Demonstration Notes
Always demonstrate balances with exaggerated body tension so students can clearly see muscle engagement; show both correct and incorrect versions to highlight key differences; use competent students for demonstrations whenever possible to show it's achievable; demonstrate from multiple angles so all can see; slow down movements to show control and transitions; verbalize what you're doing while demonstrating: 'Watch my knees bend, arms reach, eyes focus on one spot'
Verbal Cues
- •'Tight body like a statue!' - to encourage body tension
- •'Make clear shapes I can see from across the room!' - for shape clarity
- •'Hold it... hold it... 5 seconds!' - to encourage sustained holds
- •'Smooth and slow transitions!' - for controlled movement
- •'Together in 3, 2, 1, GO!' - for synchronisation
- •'Which body parts are touching?' - to increase awareness
- •'FREEZE!' - emergency stop signal
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall or gymnasium minimum 20m x 15m, clear height for apparatus work minimum 4m, adequate matted areas around all apparatus
Surface Check
Clean, dry, non-slip floor surface; mats in good condition without tears or exposed foam; apparatus stable and secure before use
Equipment Safety
Safety Checks
- •All gymnastics apparatus checked before lesson for stability and damage
- •Mats positioned appropriately under and around apparatus
- •Sufficient mats available for number of students (1 per 4-6 students minimum)
- •Apparatus set up and taken down following established procedures
- •No apparatus used until teacher has checked and approved setup
Risk Management
Key Risks
- •Falls from apparatus - particularly during mounting, dismounting, and balancing
- •Collisions between students during warm-up games and apparatus work
- •Trapped fingers during apparatus setup/pack away
- •Muscle strains from attempting balances beyond current ability
- •Impact injuries from apparatus if setup incorrectly
Risk Mitigation
- •Comprehensive warm-up prepares muscles for gymnastics movements
- •Clear boundaries and traffic flow established for apparatus work
- •Strict apparatus handling rules enforced with penalty system
- •Students work within ability level - differentiation provided throughout
- •Adequate matting under all apparatus, particularly elevated equipment
- •Teacher positioned for maximum visibility, actively supervising
- •Established FREEZE signal for immediate stop if safety concern arises
- •No inverted balances (headstands, handstands) without competency and direct supervision
- •Partner balances monitored to ensure appropriate force and cooperation
Supervision & Emergency Procedures
Supervision Points
- •Position at corners or edges of hall for complete visibility of all apparatus stations
- •Actively circulate during apparatus work, prioritising higher-risk stations
- •Monitor high-activity areas during warm-up games
- •Watch for fatigue which may lead to reduced control and increased risk
- •Ensure competent students spotted when attempting advanced balances
- •Keep apparatus setup/pack away areas in clear view
Emergency Procedures
FREEZE signal stops all activity immediately; assess injured student while others sit safely; apply appropriate first aid; contact office for additional support if needed; complete accident report; inform parents/carers of any injuries sustained