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Lesson 4 - Counter Tension Balance Sequences

Partner Forces and Body Tension in Gymnastics

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Year 7

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Gymnastics

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1h 12min

Big Question

How can we use our body weight in opposition with a partner to create impressive gymnastic sequences?

Learning Objectives

Link gymnastic skills to perform fluid sequences of movement with precision and control
Work collaboratively with a partner to perform symmetrical counter tension balances on a variety of body parts
Demonstrate understanding of levels (low, medium, high) and transitions in gymnastics

Key Outcomes

Students will successfully perform at least three counter tension balances at different levels with a partner
Students will create a sequence linking balances with smooth transitional movements
Students will provide constructive feedback to peers on balance technique and synchronisation

Equipment & Resources Required

Gymnastics Mats

Various - benches (4-6), boxes (2-4), low bars (2), wall bars (if available)

Distribute evenly around space with minimum 2m gaps between for safety

Alternative: Crash mats for initial practice if available, yoga mats for smaller spaces

Stopwatch

Keep accessible for timing apparatus setup challenge

Alternative: Mobile phone timer, wall clock with second hand

Video Device

1 (tablet or smartphone)

Ensure device is charged, memory cleared, positioned on stable surface or tripod

Alternative: Multiple devices if available for different groups

Cones

20-30 for boundary marking

Mark clear work zones and apparatus pathways

Alternative: Lines on floor, benches to mark zones

Key Vocabulary

Counter tension

When two people pull away from each other while maintaining grip, creating stability through opposition of forces

Symmetrical

When both partners mirror each other's position, creating balanced and matching shapes

Low, medium, high levels

The height of the balance - low (close to floor), medium (kneeling/sitting height), high (standing height)

Unison

Moving at exactly the same time, perfectly synchronised with your partner

Transitional moves

The connecting movements that take you smoothly from one balance position to the next

Opposition

Forces working against each other to create stability and balance

Body weight

The force of gravity on your body, which can be used to create tension and balance with a partner

Sequence

A series of movements or balances performed in a specific order to create a routine

Skill Progression Pathway

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

Prior Learning

Basic balance positions (front support, back support, straddle)
Understanding of body tension and control
Experience working with partners in gymnastics activities
Knowledge of counter-balance principles from previous lessons

Current Skills

Counter tension balancing technique at multiple levels
Sequencing skills to link movements fluidly
Synchronised partner work and unison movements
Using body weight in opposition to partners and apparatus

Next Steps

Asymmetrical counter tension balances
Complex group balances with three or more students
Advanced apparatus work incorporating counter tension
Creating extended sequences with multiple balance types

Milestone Indicators

Maintains stable counter tension for minimum 3 seconds

Demonstrates clear distinction between low, medium and high level balances

Transitions between balances without complete loss of contact or flow

Shows consistent synchronisation with partner in unison movements

Key Teaching Points

Counter tension requires equal pulling force from both partners - if one pulls harder, the balance collapses. Emphasise finding the 'sweet spot' where forces balance perfectly.
Symmetrical balances mean both partners mirror each other exactly - same height, same body position, same angle of lean. Use mirror analogy to help students visualise.
Three distinct levels must be clearly visible: Low (seated/lying close to floor), Medium (kneeling height), High (standing height). Exaggerate level differences for clarity.
Transitions are as important as balances - sequence should flow without stops. Use dance/musical analogy: balances are the notes, transitions are what connects them into a melody.
Unison movements require communication - eye contact, verbal counting (3,2,1) or physical cue. Both partners must commit to moving at exactly the same time.
Apparatus counter tension uses equipment as opposition force instead of partner. Same pulling principle applies but against fixed object rather than person.
Trust between partners is essential - if one partner lets go suddenly, the other falls. Emphasise communication, gentle release, and respecting partner's safety.

Common Misconceptions

Misconception: 'Counter tension is the same as counter balance.' Correction: 'Counter balance involves pushing together (compression forces), counter tension involves pulling apart (tension forces). Show both to compare differences.'
Misconception: 'Stronger pulling creates better balance.' Correction: 'EQUAL pulling creates balance. If you pull harder than your partner, they'll fall toward you. It's about matching force, not maximum force.'
Misconception: 'You need to hold hands for counter tension.' Correction: 'Counter tension can be created with wrists, forearms, feet, or even holding a rope between you. The key is the pulling force, not specifically hand grip.'
Misconception: 'Transitions don't matter as long as balances are good.' Correction: 'In gymnastics, how you move between positions is as important as the positions themselves. Smooth transitions show control, body awareness and skill linking - all essential gymnastic qualities.'
Misconception: 'Higher level balances are always better/harder.' Correction: 'Each level has its own challenges. Low level requires flexibility, medium level requires knee strength, high level requires trust and courage. All are equally valuable.'
Misconception: 'If the sequence doesn't work first time, our partnership is bad.' Correction: 'Sequences take practice and refinement! Elite gymnasts practice routines hundreds of times. Each attempt teaches you something - use it to improve next time.'

SEN Adaptations

ADHD

Keep activity sections short with frequent changes (as structured in lesson). Provide clear, boundaried work zones. Give specific, achievable mini-goals within each section. Use high-energy warm-up to channel energy positively. Offer fidget-friendly roles: equipment manager, demonstration assistant. Provide regular positive feedback to maintain engagement. Allow brief movement breaks if needed.

dyspraxia

Use larger, easier-to-grip equipment where possible. Reduce complexity of sequences (2 balances instead of 3). Provide extra practice time before performance expectations. Offer simplified balance positions with fewer coordination demands. Allow use of wall or apparatus for support during balance attempts. Break down transitions into smaller, more manageable steps. Pair with patient, supportive partner.

autism spectrum

Provide visual schedule showing lesson structure and timing. Give advance warning of transitions between sections. Offer quiet zone option if overstimulated. Use consistent, literal language avoiding idioms. Provide specific, concrete success criteria rather than open-ended tasks. Allow sensory breaks if needed. Pre-teach partner work expectations to reduce social anxiety.

visual impairment

Use bright coloured markers/cones for boundaries. Provide detailed verbal descriptions of all movements and balances. Partner VI student with sighted peer for physical guidance. Allow tactile exploration of apparatus before use. Ensure adequate lighting in work areas. Use sound cues (clapping) for timing unison movements.

hearing impairment

Ensure student can see teacher at all times for visual cues and lip-reading. Use exaggerated visual demonstrations. Provide written/pictorial instruction cards for complex sequences. Use hand signals for start/stop/direction changes. Position HI student near teacher during instructions. Partner with peer who can use basic sign language if student uses BSL.

physical disability

Modify balances: seated or supported standing counter tension for wheelchair users. Use resistance bands instead of partner grip for some pulling activities. Reduce required hold time for balances (1-2 seconds instead of 3-5). Allow use of wall or apparatus for additional support. Provide alternative cool-down activities if floor work inaccessible. Ensure apparatus is accessible or provide alternative stations.

Cross-Curricular Links

English

Technical vocabulary development: counter tension, symmetrical, opposition, unison, transition. Providing peer feedback: structured communication using specific descriptive language. Sequencing language: first, next, then, finally - describing order of movements. Performance language: how to articulate what makes a performance successful.

Maths

Angles of lean in counter tension balances - students explore acute vs obtuse angles between body and floor. Geometry of symmetrical balances - congruent shapes created by partners. Timing and counting for sequence rhythm - fractions of sequences, duration calculations (e.g., 'if we hold each balance for 3 seconds and have 3 balances plus 2 transitions of 2 seconds, our total sequence is...').

Science

Forces: counter tension as an example of balanced forces in equilibrium - equal and opposite forces creating stability. Newton's Third Law: every action has an equal and opposite reaction (partners pulling apart). Gravity and centre of mass: how lowering centre of mass increases stability, effect of body position on balance. Muscular system: isometric muscle contractions during held balances, muscles working in opposition.

PSHE

Trust and relationships: counter tension requires trust between partners - links to healthy relationships and communication. Resilience: persevering when balances are difficult, learning from mistakes. Teamwork: apparatus setup requires cooperation, role definition and shared responsibility. Managing emotions: dealing with frustration when sequences don't work, celebrating success appropriately.

Teacher Guidance

Positioning

Warm-up: central position for 360° visibility. Skills: circulate actively between pairs providing feedback. Apparatus: position with overview of all stations, prioritising high-risk areas. Demonstrations: ensure all students can see and hear clearly - elevated position if needed.

Observation Focus

Watch for: 1) Balance technique - straight arms, even weight distribution, stable holds, 2) Partner synchronization - unison movements, matching positions, 3) Safety awareness - controlled movements, appropriate risk-taking, communication, 4) Progression - improvement visible across lesson, 5) Engagement - all students active and challenged.

Intervention Points

Step in immediately if: unsafe practice observed (stop activity, re-teach), student unable to achieve success after 3+ attempts (modify task or provide support), partner dynamics breaking down (mediate, potentially re-pair), equipment safety concern (halt activity, rectify issue), bullying or negative interactions (address immediately, reinforce expectations).

Demonstration Notes

Demonstrate: Always use a student volunteer to show partner work authentically. Exaggerate key technique points for visibility from distance (e.g., very straight arms, clear pulling force). Show both correct technique and common mistakes for comparison ('This is what I want to see... This is what to avoid'). Use slow-motion demonstration for complex movements. During apparatus work, demonstrate on apparatus students will be using. For sequences, perform at normal speed first, then break down step-by-step.

Verbal Cues

•'Pull away from each other - feel that tension!'
•'Straight arms create the strongest tension!'
•'Low, medium, high - show me clearly different levels!'
•'Smooth transitions - no stopping between balances!'
•'Together, in unison - 3, 2, 1, move!'
•'Trust your partner - they've got you!'
•'Control the release - don't just collapse!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 20m for warm-up and skill work. Additional space required for apparatus stations - ideally 20m x 30m sports hall. Each apparatus station needs 4m x 4m safety zone.

Surface Check

Clean, dry, even surface essential. Check for: water spillages, debris, uneven floorboards, protruding nails/splinters. Mats must be non-slip and securely positioned for balance work.

Equipment Safety

Safety Checks

•All apparatus checked for stability before use - no wobbling benches or boxes
•Mats positioned appropriately around apparatus landing zones
•Wall bars secure to wall with no loose rungs
•Benches and boxes free from splinters or sharp edges
•Ensure adequate mats available - minimum 1 per 4-6 students

Risk Management

Key Risks

•Collisions during warm-up game if students running too fast or not looking
•Falls from apparatus if counter tension balances performed at height without control
•Wrist or shoulder strain from counter tension forces if technique poor
•Partner trust issues leading to sudden release and falls
•Apparatus handling injuries during setup/pack-away if rules not followed

Risk Mitigation

•Clear boundaries and space awareness emphasised in warm-up
•Progressive skill building: floor balances before apparatus balances
•Teach correct grip technique to prevent joint strain
•Emphasise communication and trust between partners
•Strict apparatus safety rules enforced with penalty system
•Continuous supervision with teacher positioned for maximum visibility
•Match partners by size/weight for balanced counter tension forces

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up to see all students and monitor safe tagging
•Circulate actively during skill exploration to correct technique and prevent injuries
•Station yourself with overview of all apparatus areas during apparatus work
•Monitor high-risk apparatus (boxes, bars) more closely than low-risk (benches, mats)
•Watch for fatigue which increases injury risk - reduce intensity if needed

Emergency Procedures

STOP signal: whistle or 'FREEZE' command - all students stop immediately. Assess injury: if minor, first aid and continue; if significant, follow school emergency procedures, send responsible student for help, keep injured student still and reassured. Always have first aid kit and emergency contact details accessible.