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Lesson 5 - Counter-Balance & Tension

Partner Forces and Body Tension in Gymnastics

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Year 7

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Gymnastics

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1h 3min

Big Question

How can we use our body weight and our partner's body weight to create beautiful balanced sequences at different levels?

Learning Objectives

Evaluate partner work using correct technical gymnastics terminology
Perform sequences in canon linking asymmetrical counter balances at different levels
Apply transitional movements to create smooth, flowing sequences

Key Outcomes

Students will perform a complete partner sequence with counter balances at three different levels
Students will provide constructive feedback using technical vocabulary
Students will demonstrate understanding of canon, asymmetry, and counter-balance principles

Equipment & Resources Required

Gymnastics Mats

Various - benches (4), boxes (3), wall bars (2 sections), A-frames (2), mats (20)

Distributed around hall perimeter for warm-up, then central area for skill development, finally around apparatus stations

Alternative: Crash mats for less confident students, yoga mats for floor work only

Dish Cones

Arranged in circle approximately 5m diameter for warm-up game

Alternative: Buckets, bins, or marked spots on floor

Balls

20-25

Placed in central pile within cone circle at start of warm-up

Alternative: Small balls, rope coils, foam blocks

Stopwatch

For timing apparatus setup challenge and activity durations

Alternative: Phone timer, wall clock with second hand

Video Device

1-2 tablets/phones

Positioned to capture sequences during skill development - ensure GDPR compliance and permissions

Alternative: Students' phones if school policy allows, digital camera on tripod

Clipboards

1 per pair (15)

Pre-prepared with technical vocabulary prompts and success criteria reminders

Alternative: Laminated evaluation sheets, whiteboard markers

Key Vocabulary

Counter balance

When two or more people use their body weight to balance against each other, leaning away from each other to stay upright

Counter tension

When two or more people pull against each other to create a balanced position, with tension in their muscles and connection

Canon

When the same movement is performed by different people but at different times, like a round in music

Asymmetrical

Not identical on both sides - body shapes or partner positions that are different on left and right

Transitional moves

Movements that smoothly connect one balance to the next, maintaining flow and control throughout

Low level

Gymnastics positions performed close to the ground - sitting, lying, kneeling, crouching

Medium level

Gymnastics positions performed at waist to shoulder height - kneeling tall, squatting, on all fours

High level

Gymnastics positions performed at shoulder height or above - standing, on toes, with extensions

Tuck

Body position where knees are pulled tight to chest, making a small ball shape

Straddle

Body position with legs wide apart in a V-shape, can be sitting, standing or inverted

Pike

Body position with straight legs together and folded at the hips, creating an L-shape or closed book shape

Pencil

Body position completely straight and tight, like a pencil or ruler

Skill Progression Pathway

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

Prior Learning

Basic gymnastics shapes: tuck, straddle, pike, pencil
Individual balance work on mats
Understanding of levels in gymnastics (low, medium, high)
Basic partner work and trust exercises
Symmetrical balance work from earlier units

Current Skills

Counter balance and counter tension techniques
Asymmetrical balance formations
Canon performance with a partner
Transitional movements between balances
Peer evaluation using technical language
Sequence creation and performance

Next Steps

More complex group balances (3-4 people)
Advanced apparatus work with counter balances
Choreographed routines to music
Competition-standard sequences
Teaching and coaching others

Milestone Indicators

Holds counter balances for minimum 3 seconds with control

Demonstrates clear distinction between low, medium, and high levels

Uses minimum 5 technical terms correctly when evaluating

Achieves synchronised canon movements within 0.5 seconds of partner

Transitions smoothly without loss of control or stopping

Key Teaching Points

Counter balance requires EQUAL weight distribution from both partners - emphasise 'both lean back together, same amount'
Three levels must be clearly distinct: LOW (seated/lying/kneeling), MEDIUM (kneeling tall/all fours/squatting), HIGH (standing/on toes/extended)
Asymmetry means DIFFERENT on left and right side - one arm up/one down, one leg bent/one straight - not just 'wonky'
Canon timing should be consistent 2-second gap - count aloud to help students internalize this rhythm
Transitional moves must maintain FLOW - no stopping or walking between balances, continuous controlled movement
Technical vocabulary must be used SPECIFICALLY and ACCURATELY when evaluating - vague praise doesn't demonstrate understanding
Balance hold time of 3 seconds is minimum to demonstrate control - count aloud to ensure adequate hold: '1... 2... 3... now release'

Common Misconceptions

MISCONCEPTION: Counter balance and counter tension are the same. CORRECTION: Counter balance is leaning/pushing away from each other (like sitting and leaning back). Counter tension is pulling against each other (like tug of war). Both use opposing forces but direction differs.
MISCONCEPTION: Asymmetrical means unbalanced or wobbly. CORRECTION: Asymmetrical refers to body SHAPE being different on left and right, not loss of control. You can have a perfectly stable asymmetrical balance.
MISCONCEPTION: Canon means doing different things at different times. CORRECTION: Canon means doing the SAME thing at different times, like a round in music - identical movements with a time delay.
MISCONCEPTION: High level just means standing up. CORRECTION: High level should show extension and reach - on toes, arms up, creating maximum height. Simply standing is baseline high level, extension makes it clear high level.
MISCONCEPTION: Transitional moves are just getting from one place to another. CORRECTION: Transitions are deliberate, controlled movements that maintain the flow and artistry of the sequence - they're part of the performance, not just functional.
MISCONCEPTION: Partner work means taking turns. CORRECTION: In counter balances, both partners work SIMULTANEOUSLY and EQUALLY - it's collaborative not alternate.
MISCONCEPTION: Good feedback is just saying 'well done'. CORRECTION: Quality feedback is specific, uses technical language, identifies what was good AND suggests one improvement, and is kind in tone.

SEN Adaptations

ADHD

Short, varied activities maintain engagement - lesson structure supports this well. Clear boundaries for all activities marked with cones or spots. Regular, specific feedback: 'Great core strength in that balance, [name]!' Movement breaks built into lesson structure naturally. Fidget tools allowed during seated reflection time if helpful. Partner with calming influence for balance work. Provide checklist for sequence creation to maintain focus: 1. Canon entry ✓ 2. Low balance ✓ etc. Allow movement/stretch breaks if needed between sections. Positional responsibility during apparatus - specific job (timing, equipment checking) maintains focus.

dyspraxia

Use larger, lighter equipment where possible - larger balls for warm-up alternatives. Reduce balance complexity - allow symmetrical initially before asymmetrical. Extended practice time for sequence memorization - motor planning challenge. Provide visual or written sequence map: drawings of each balance to reference. Break down skills into smaller micro-steps with practice between. Exaggerate demonstration - slower, clearer movements. Reduce transitional move complexity - simple roll or turn instead of complex combinations. Allow use of wall or apparatus for stability if needed. Celebrate effort and improvement over absolute achievement - dyspraxia students may never achieve mastering level but can show huge progress from emerging to secure.

autism spectrum

Provide visual schedule of lesson structure at start, tick off each section as completed. Reduce unexpected changes - if apparatus stations pre-determined, show student their station before lesson. Quiet zone available if sensory overload occurs - designated mat away from others. Clear, concrete instructions avoiding idioms or abstract language ('make a small shape' rather than 'curl up like a hedgehog'). Warn before transitions: 'In 2 minutes we will move to apparatus'. Social story about partner work and physical contact prepared before lesson if needed. Reduce group size for apparatus to minimise overwhelming environment.

visual impairment

Use bright coloured bean bags for warm-up to increase visibility. Provide verbal descriptions of all demonstrations with detailed positional language ('right arm extended forward at shoulder height'). Buddy system - pair with sighted partner who can guide and describe. Tactile demonstration - allow student to feel teacher or peer's body position in balances. Use textured mats or tactile markers to define workspace boundaries. Reduce apparatus complexity - stay on benches with clear edges rather than boxes. Provide clear verbal cues for all transitions.

hearing impairment

Ensure student can always see teacher's face during instructions - position front and centre. Use visual demonstration for every instruction, not just verbal. Written or visual schedule of lesson structure displayed throughout. Hand signals established for key commands: stop (hand up), go (thumbs up), good work (thumbs up). Buddy system with hearing peer to tap shoulder when teacher gives instruction. Use vibrating timer if available for timing activities. Flashcard set with key vocabulary and images for reference.

physical disability

Wheelchair users: counter balances adapted to seated positions, use resistance against each other's chairs or hands. Modified apparatus - use lower benches, provide stable support rails. Allow use of wall or apparatus for additional support in balances. Extended time for all activities. Alternative to crab walk - seated scoot with hands or wheelchair movement. Reduce required balance hold time to what is achievable (1-2 seconds). Consider upper body balances only if lower body affected. Provide wedge or positioning equipment for floor work if needed.

Cross-Curricular Links

English

Technical vocabulary development: learning and using specialist gymnastics terminology (canon, asymmetrical, counter balance, transitional moves). Evaluative language: constructive feedback requires descriptive language, evaluative statements, and supportive tone. Listening skills: following complex multi-step instructions for sequence creation. Speaking and presenting: explaining technique to partners, providing verbal feedback develops oracy skills.

Maths

Counting in sequences: 2-second intervals for canon timing develops number sense and counting in multiples. Time measurement: using seconds for balance holds and stopwatch for apparatus setup teaches time units and measurement. Angles and symmetry: asymmetrical body shapes explore lines of symmetry and angles in body position. Spatial reasoning: apparatus setup requires measurement of 2m spacing, estimation of distances for safety.

Science

Forces and motion: counter balance demonstrates Newton's Third Law (equal and opposite forces), weight distribution and centre of gravity concepts. Muscular system: identification of muscle groups worked (core, shoulders, legs) during activities. Cardiovascular system: monitoring heart rate changes from warm-up through to cool-down teaches about circulatory response to exercise. Friction: understanding grip and contact points in balances relates to friction between surfaces.

Computing

Video analysis: filming sequences and reviewing for improvement teaches digital literacy and critical evaluation of media. Algorithms: sequence creation follows algorithmic thinking - ordered steps to achieve outcome. Timing and sequencing: canon work requires precise timing similar to programming loops and delays.

Geography

Spatial awareness: understanding personal space, directions (over, under, around apparatus), position relative to others. Mapping: visualising movement pathways around apparatus relates to route planning and map reading. Cardinal directions: if extended - 'travel north around apparatus' could reinforce directional understanding.

PSHE

Teamwork and cooperation: partner work throughout develops collaboration skills and mutual respect. Resilience: persisting with challenging balances teaches growth mindset and managing frustration. Trust: counter balances require trusting partner with body weight, develops interpersonal trust. Fair play and honesty: sumo wrestling and self-assessment teach integrity and good sportsmanship. Leadership: apparatus setup, helping others, demonstrates responsibility and leadership qualities.

Teacher Guidance

Positioning

Stand at corner of hall for warm-up game to see all students and cone circle. During skill development position centrally and circulate between pairs - spend 30-60 seconds observing each pair. For apparatus work, position at central point where all stations visible, move closer to high-risk apparatus (boxes, wall bars) during use. During performances stand at camera position to film but ensure all other pairs visible in peripheral vision.

Observation Focus

Warm-up: monitor effort levels (flushed faces, breathing rate), safe movement around others, core engagement in crab position. Skill development: watch for equal weight distribution in balances, 3-second hold times, clear level differences, asymmetry in body shapes. Canon work: time the gap between partners (should be 2 seconds), check for identical movements. Transitions: ensure continuous flow without stops. Apparatus: observe safe handling techniques, creative balance variations, maintenance of counter-balance principles. Throughout: watch for fatigue, frustration, disengagement - intervene early.

Intervention Points

Intervene immediately if: any unsafe behaviour (running with apparatus, forced stretches, excessive sumo wrestling force), students at risk of injury (unstable high balances without spotting, incorrect lifting technique), complete task misunderstanding (working individually when should be partnered, symmetrical when asymmetrical required), frustration leading to giving up (provide scaffolding, adjust challenge level), exclusionary behaviour (partner not contributing, others being left out). Use positive intervention language: 'Let me show you...' rather than 'You're doing it wrong'.

Demonstration Notes

Always demonstrate with a competent student, not alone - models partnership element. For counter balances: exaggerate the equal lean so all can see weight distribution, show from multiple angles if possible, demonstrate both correct and incorrect (briefly) to highlight key points. For canon: slow down the demonstration so time gap is very visible, count aloud '1, 2, GO' so students understand timing. For transitions: perform in slow motion first, then regular speed. For apparatus: demonstrate safe lifting before setup, show one example balance on each apparatus type. Use student demonstrations frequently: 'Everyone watch Team 8 - look at their excellent...' - builds confidence and provides peer models. Ensure demonstrations are visible to all - use raised mat or apparatus if needed, check students at back can see clearly.

Verbal Cues

•'Bottoms UP in crab position - like a balloon underneath!'
•'FREEZE - eyes on me!'
•'Equal weight - both of you lean back together!'
•'Hold it... 1... 2... 3... and release carefully'
•'Low level - close to the ground, bottoms or knees!'
•'Asymmetrical - different on each side!'
•'Canon - you go... wait... now you go!'
•'Smooth transition - keep moving, don't stop!'
•'Technical words please - use the vocabulary!'
•'Specific feedback - what EXACTLY did you see?'
•'Safe lifting - bend those knees, protect your back!'
•'Gentle grabs only - technique not force!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall or large gymnasium minimum 20m x 15m required for class of 30. Clear height minimum 4m for high-level balances and apparatus. All mats positioned with 2m spacing between pairs during floor work. Apparatus stations require 3m x 3m minimum per station with 2m clearance to walls and other apparatus.

Surface Check

Dry, clean, even sports hall floor essential. Check for water spills, dust or debris before lesson. Mats must be non-slip - ensure rubber backing makes contact with floor. Check for raised edges, tears or worn areas on mats. Apparatus must be on stable, level floor area.

Equipment Safety

Safety Checks

•All mats checked for tears, worn areas, adequate thickness (minimum 32mm for gymnastics)
•Benches inspected for splinters, loose bolts, stable rubber feet
•Boxes checked for secure assembly, all pins fully inserted and locked
•A-frames tested for stability and secure hinges
•Wall bars checked for loose rungs, secure wall fixings
•Bean bags inspected for split seams or loose filling
•Cones checked for sharp edges or cracks
•Camera/filming equipment positioned safely, no trailing cables creating trip hazard

Risk Management

Key Risks

•Collisions during warm-up game due to multiple students moving dynamically - high activity in confined space
•Falls from counter balances when weight distribution unequal or grips slip
•Impacts during transitional moves, particularly rolls near other pairs
•Falls from apparatus during balance work, especially high-level balances on boxes
•Lifting injuries during apparatus setup if incorrect technique used
•Crushing injuries if apparatus dropped during setup/pack away
•Neck strain from incorrect stretching technique in cool down
•Excessive force in sumo wrestling causing wrist or shoulder injury

Risk Mitigation

•Warm-up game: establish clear boundaries with cones, enforce strict 'FREEZE' stop signal, monitor speed and control, maintain adequate spacing
•Counter balances: teach progressive difficulty (low to high levels), insist on secure grips, require communication between partners before attempting balance, teacher spotting for high-level balances
•Transitional moves: adequate mat spacing enforced (2m minimum), teach controlled rolls and movements, no cartwheels or advanced moves unless demonstrated competence
•Apparatus work: all apparatus checked before use, mats positioned at all landing areas, height restrictions for less confident students, teacher positioned to observe all apparatus, strict one-at-a-time rule on apparatus
•Apparatus handling: demonstrate correct lifting technique, enforce pair carrying rule, teacher supervises throughout, stopwatch creates urgency but stop immediately if unsafe behaviour observed
•Cool down: demonstrate safe stretch range, no forced or ballistic stretching, neck movements side-to-side only (never backwards), students with injuries given alternatives
•Sumo wrestling: monitor for excessive force, enforce gentle grabbing only, stop if unsafe behaviour seen, adequate spacing between pairs

Supervision & Emergency Procedures

Supervision Points

•Teacher position: central location with clear view of all students throughout activities
•During warm-up: circulate around perimeter to monitor control and safety
•During floor work: move between pairs to observe technique and intervene if needed
•During apparatus: position to see all stations simultaneously, prioritise observation of high-risk apparatus (boxes, wall bars)
•Never turn back on class during demonstrations - position side-on
•During apparatus setup/pack away: active supervision, not organising other things
•Identify and monitor higher-risk students: those attempting beyond ability, those lacking body awareness, those with known medical conditions

Emergency Procedures

Established 'FREEZE' command - all students stop immediately and look at teacher. If injury occurs: stop all activity in immediate area (or whole class if serious), send reliable student for first aider/office, provide appropriate first aid if trained, do not move injured student if head/neck/back injury suspected, complete accident form, contact parents if required, record in own lesson notes for reference.