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Lesson 1 - Controlled Balances

Partner Forces and Body Tension in Gymnastics

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Year 7

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Gymnastics

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Big Question

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

Gymnastics Mats

Various: benches (5), boxes (2.5), wall bars, A-frames (2.5)

Stored safely in mat trolley, students collect in pairs

Alternative: Crash mats for support level, yoga mats for floor work only

Stopwatch

Teacher-held for apparatus setup timing and balance holds

Alternative: Visible timer, smartphone timer app

Video Device

1 (tablet or smartphone)

Charged and ready, appropriate permissions obtained for filming students

Alternative: Multiple devices for different groups, no recording if unavailable

Court Diagrams

1 set (6-8 station cards)

Displayed at each apparatus station showing setup

Alternative: Visual displays, whiteboard sketches

Key Vocabulary

Points

Small parts of the body used for balance, such as hands, feet, elbows, knees, or head

Patches

Larger areas of the body used for balance, such as back, stomach, shoulders, or thighs

Body tension

Controlled tightness of muscles throughout the body to create stable, clear shapes

Counter-balance

Two or more people balancing together by pushing against each other to create stability

Synchronisation

Moving at exactly the same time as your partner, creating unison

Transition

The movement that connects one balance to another in a smooth, controlled way

Sequence

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

Holds balances steadily for minimum 5 seconds

Demonstrates visible body tension throughout

Creates clear lines and shapes

Moves elegantly between positions

Works effectively in synchronisation with partner

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