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Lesson 3 - Counter-Balance Sequences

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 we use push and pull forces to create perfectly balanced sequences that flow smoothly between different levels?

Learning Objectives

Understand and apply push and pull forces to perform various counter-balances with a partner
Link counter-balances with travelling movements to create smooth sequences at different levels
Challenge oneself to improve technique and performance through practice and feedback

Key Outcomes

Students will perform a range of counter-balances demonstrating understanding of push and pull forces
Students will create sequences combining balances and travelling movements with smooth transitions
Students will use apparatus creatively to enhance their counter-balance sequences
Students will provide and respond to constructive peer feedback to improve performance

Equipment & Resources Required

Gymnastics Mats

6-8 different stations (benches, boxes, bars, wall bars)

Distributed around hall perimeter for warm-up, then arranged by apparatus stations for main activity

Alternative: Crash mats for higher-risk balances, folded blankets for basic floor work

Coloured Bibs

4 bibs (for 2 pairs of bumper cars)

Ready at hall entrance for quick distribution during warm-up

Alternative: Coloured bands, sashes, or designated t-shirt colours

Stopwatch

Keep with teacher for apparatus setup timing and sequence timing

Alternative: Mobile phone timer, wall clock with second hand

Video Device

1.5 devices

Positioned on tripod or stable surface to record final performances for assessment and review

Alternative: Tablet, smartphone, school video camera

Whistles

Carried by teacher for clear stop/start signals during activities

Alternative: Voice commands with raised hand signal

Key Vocabulary

Counter-balance

A balance where two people work together using push forces against each other to maintain stability

Push and pull forces

The physical forces applied between partners where push means pressing away and pull means drawing towards

Sequence

A planned series of movements that flow smoothly from one to another with clear beginning, middle and end

Transitions

The smooth, controlled movements that connect one skill or balance to the next without stopping

Symmetrical

When both partners mirror each other exactly creating a balanced, matching shape

Levels

The height at which movements or balances are performed: high (standing), medium (kneeling), low (lying/sitting)

Teddy bear roll

A rolling movement performed with knees bent and tucked towards chest in a curved position

Log roll

A rolling movement performed with body straight and arms extended, rolling sideways like a log

Apparatus

Gymnastics equipment such as benches, boxes, mats and bars used to enhance and challenge movements

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic individual balancing at different levels
Simple rolling techniques (log roll, teddy bear roll)
Understanding of body tension and control
Safe apparatus handling and use
Working cooperatively with partners

Current Skills

Applying push and pull forces in counter-balances
Creating sequences linking balances with travelling movements
Performing symmetrical counter-balances with control
Using apparatus creatively to enhance sequences
Self and peer assessment of gymnastics performance

Next Steps

Counter-tension balances with partners
More complex apparatus-based sequences
Group balances and pyramids
Advanced rolling and flight elements
Choreographed group gymnastics performances

Milestone Indicators

Can hold counter-balances for full 4 seconds with stability

Transitions between balances are controlled and smooth

Demonstrates understanding of push/pull forces through body positioning

Uses feedback effectively to improve performance

Shows creativity in apparatus use and sequence design

Key Teaching Points

Counter-balance requires equal push forces from both partners - one pushing more than the other causes collapse
Symmetry in partner balances demonstrates control and teamwork - bodies should mirror each other exactly
4-second holds show genuine balance control - shorter holds indicate instability or lack of body tension
Transitions between elements should be smooth and controlled, not jerky or rushed - this shows sequence planning and skill refinement
Different levels (high, medium, low) add variety and challenge - sequences should showcase range not repetition
Apparatus should be integral to sequences not just decorative - use it creatively ON, UNDER, NEXT TO, THROUGH
Safety in apparatus work depends on proper setup, safe use within ability, and controlled pack-away - enforce rules consistently

Common Misconceptions

MISCONCEPTION: Counter-balance is just holding hands and leaning. CORRECTION: True counter-balance involves equal and opposite forces creating mutual stability - demonstrate how if one person lets go or stops pushing, both fall.
MISCONCEPTION: Holding a balance means staying sort-of-still. CORRECTION: Genuine balance hold requires complete stillness with body tension maintained - demonstrate difference between wobbling hold and controlled static hold.
MISCONCEPTION: Transitions are just getting from one balance to another. CORRECTION: Transitions are deliberate, controlled movements that are part of the sequence quality - show jerky versus smooth transitions.
MISCONCEPTION: Symmetrical means doing the same thing. CORRECTION: Symmetrical means creating mirror images - if I raise my right arm, you raise your left arm to mirror me.
MISCONCEPTION: The apparatus makes the sequence better automatically. CORRECTION: Apparatus enhances sequences only when used creatively and integrally - simply performing near apparatus doesn't add value.
MISCONCEPTION: Faster sequences are better sequences. CORRECTION: Quality sequences show control, deliberate holds, and smooth transitions - speed often reduces quality and shows lack of control.
MISCONCEPTION: Counter-balance is about strength. CORRECTION: Counter-balance is about equal forces and technique - demonstrate how smaller person can balance with larger person through proper positioning and mutual push forces.

SEN Adaptations

ADHD

Keep activities relatively short with frequent changes; provide clear, concise instructions one step at a time; use active roles rather than waiting/watching where possible; give specific jobs during apparatus setup to maintain engagement; allow movement breaks through high-energy warm-up and transitions; provide frequent positive feedback; set achievable short-term targets; position near teacher for redirection; use timer to show time remaining

dyspraxia

Use larger, clearer spaces for balance practice reducing spatial demands; allow extra practice time for movement patterns; break sequences into smaller chunks to master individually; use visual/verbal cues for body positioning; provide hand-over-hand guidance for rolling technique; simplify sequences reducing number of elements; allow use of wall or apparatus for support during balances; focus on quality over quantity; celebrate progressive improvement; assign supportive, patient partner

autism spectrum

Provide visual schedule showing lesson structure and timing; give advance notice of transitions between activities; allow sensory breaks if needed in quieter area; use consistent, clear routines for apparatus setup/pack-away; provide written/visual instruction cards as reference; minimise unpredictable elements; give specific, concrete feedback rather than abstract; allow same partner throughout lesson for consistency; prepare for performance element in advance

visual impairment

Use bright coloured mats and apparatus for visibility; provide detailed verbal descriptions of all movements and positions; use tactile guidance (teacher or partner guiding hand placement); assign peer buddy for constant support; position near teacher for close guidance; use verbal counting aloud for 4-second holds; describe spatial layout verbally before activities

hearing impairment

Ensure student positioned where they can see teacher clearly for demonstrations; use exaggerated visual demonstrations of all skills; provide written or visual instruction cards for sequences; use clear hand signals for stop/start/good/change; assign peer buddy to tap shoulder for attention signals; face student when giving instructions for lip-reading; use visual timer for activity durations

physical disability

Adapt counter-balances to wheelchair or seated positions (hands pressing together, pushing against shoulders seated); modify travelling movements to wheeling or supported walking; use lower apparatus or floor-based alternatives; allow use of support equipment or walls for stability; extend time for all activities; focus on achievable movements celebrating ability not limitation; adapt back-to-back standing to seated pushing against backs; ensure accessible mat positioning

Cross-Curricular Links

English

Listening skills during instructions and feedback; speaking skills when giving peer feedback; technical vocabulary development and usage; descriptive language when planning sequences; verbal reasoning when explaining counter-balance concepts

Maths

Counting 4-second holds developing number sense; measuring angles of lean in counter-balances; geometric shapes created by body positions; symmetry and asymmetry concepts; spatial reasoning during pathway planning; timing and duration calculations for sequences; patterns and sequences in movement combinations

Science

Forces - push and pull forces creating stability; friction between body parts and surfaces; gravity affecting balance; levers and fulcrums in body positioning; energy transfer from potential to kinetic in rolling; centre of mass and balance points

Art & Design

Creating aesthetically pleasing sequences and shapes; composition and flow in movement; use of levels and pathways creating visual interest; symmetry and pattern in balance design; performance as creative expression

PSHE

Teamwork and partnership skills; communication and cooperation; resilience and persistence when facing challenges; self-awareness through self-assessment; respect for others during peer assessment; managing emotions when tasks are difficult; celebrating diversity of abilities and efforts

Teacher Guidance

Positioning

Stand at corner or side of hall during activities for visibility of all students; move actively during practice phases providing individual coaching; position centrally for whole-class demonstrations and instructions; stand at apparatus during setup/pack-away for close supervision

Observation Focus

Watch for equal weight distribution in counter-balances indicating proper push forces; check 4-second holds are genuinely achieved; monitor transitions for smoothness and control; observe symmetry in partner balances; ensure safe apparatus use throughout; note differentiated achievement levels for assessment

Intervention Points

Step in immediately when: unsafe apparatus use observed, one partner taking all weight in balance, rolling technique incorrect risking injury, apparatus being carried unsafely, students showing frustration or giving up, peer feedback becoming negative rather than constructive, fatigue levels becoming excessive

Demonstration Notes

Always demonstrate with student volunteer not alone to model partnership; exaggerate key technique points for visibility (knee bend, arm extension, body tension); show both correct technique and common mistakes for clarity; use performing students as models whenever possible to validate their work; demonstrate pathways by walking them clearly; show different levels by performing at each height explicitly

Verbal Cues

•'Push equally - both partners!'
•'Hold it... 1, 2, 3, 4!'
•'Check your symmetry - are you mirror images?'
•'Smooth transitions - flow from one move to the next!'
•'Use the apparatus - ON it, UNDER it, NEXT TO it!'
•'Count together for your holds!'
•'Chin tucked for your teddy bear roll!'
•'Feel the counter-balance - you need each other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school hall or gymnasium minimum 15m x 20m; clear height for standing balances and apparatus setup; adequate space for 6-8 apparatus stations with safe spacing between

Surface Check

Clean, dry, non-slip floor surface free from splinters or damage; mats checked for tears, proper thickness and secure positioning; apparatus checked for stability before use

Equipment Safety

Safety Checks

•All mats inspected for damage or wear before lesson
•Gymnastics apparatus checked for stability and secure assembly
•Benches, boxes and bars verified as appropriately secured
•No apparatus with sharp edges or protruding parts
•Sufficient mats positioned under and around apparatus for safe landing
•Camera/recording device positioned safely out of movement areas

Risk Management

Key Risks

•Falls from apparatus during counter-balance attempts
•Collisions between pairs during travelling movements
•One partner taking excessive weight in unequal counter-balances leading to falls
•Injuries during apparatus setup/pack-away from improper lifting or dropping
•Unsafe rolling technique leading to neck/back strain
•Slips on floor during dynamic warm-up game
•Muscle strains from attempting balances beyond ability level

Risk Mitigation

•Adequate spacing between pairs during all floor work activities
•Progressive skill building from floor work to apparatus application
•Constant reinforcement of equal pushing forces in counter-balances
•Strict apparatus safety rules enforced with penalty point system
•Direct teaching and demonstration of correct rolling technique before practice
•Warm-up activity to prepare muscles before advanced work
•Clear differentiation provided so all students work at appropriate level
•Teacher positioned for maximum visibility throughout lesson
•Immediate intervention when unsafe practices observed
•Mats positioned strategically under all apparatus work
•Partner work ensures peer observation and safety awareness
•Cool-down activity returns students to calm state before dismissal

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally during floor work for 360-degree visibility
•Active circulation during practice phases to monitor all pairs closely
•Stationed near highest-risk apparatus during apparatus work
•Focused supervision during apparatus setup and pack-away phases
•Constant scanning for fatigue, frustration or unsafe attempts
•Immediate proximity when demonstrating to ensure safe modelling

Emergency Procedures

Stop signal (whistle + raised hand) practiced at lesson start; all students know to freeze immediately on signal; teacher approaches any injury calmly; appropriate first aid administered or summoned; rest of class managed safely while dealing with incident; incident logged according to school policy