Counter-Balance Dynamics
•Year 8
•Gymnastics
•Distributed around hall with adequate spacing (2m between mats)
Alternative: Yoga mats, crash mats, or carpeted area for practice
Kept with teacher for timing activities
Alternative: Smartphone timer, wall clock with second hand
Arranged in circle (8m diameter) for warm-up game
Alternative: Spot markers, small boxes, or bottles
Placed in central stash within cone circle
Alternative: Small balls, quoits, or fabric squares
Charged and ready, positioned for good viewing angles
Alternative: Students' phones (if school policy allows), no recording if unavailable
A balance where two or more people use each other's body weight to maintain stability, typically by pushing or pulling away from each other
When both sides of a shape or balance are identical or mirror images of each other
When the two sides of a shape or balance are different from each other
Forces that move away from the body or partner, creating stability through resistance
Forces that draw towards the body or partner, creating tension and stability
Tightness and engagement of muscles throughout the body to maintain control and stability
A wide, secure foundation that supports balance, often using multiple points of contact
Stretching and lengthening the body to create clear, aesthetic lines in gymnastics
The ability to move deliberately and hold positions with precision and stability
The smooth movement from one balance or position to another without breaks or falls
Understanding where pupils are coming from and where they're going
Technical vocabulary development and accurate use in context, verbal communication with partners during balances, providing structured peer feedback (2 stars and wish), listening skills when receiving feedback, descriptive language when evaluating performances, following and giving precise instructions for balance creation
Geometry: symmetrical and asymmetrical shapes, angles in body positions, spatial awareness and coordinates when positioning on apparatus, time measurement in balance holds (seconds), counting and sequencing in balance creation, estimating and measuring distances between apparatus stations, fractions and proportions in weight distribution between partners (50/50 split)
Forces and motion: push and pull forces creating counter balance, Newton's third law (equal and opposite forces), centre of gravity and stability, levers and fulcrums in the body, muscle contraction types (concentric, eccentric, isometric) during balance holds, cardiovascular response to exercise during warm-up and apparatus work
Structure and stability principles: wide base, low centre of gravity, creating stable designs, problem-solving when balances don't work, testing and refining ideas (balance sequences), evaluating effectiveness of designs (do our balances work?), understanding how different apparatus structures support weight
Trust building with partners during counter balancing, communication skills development (verbal and non-verbal), resilience when balances fail and trying again, managing emotions under performance pressure, giving and receiving constructive feedback respectfully, teamwork and cooperation throughout, recognising personal strengths and areas for development, growth mindset when facing challenging balances
Position at hall corner/edge during warm-up for visibility of all teams in circle; move to central demonstration area for skill introduction with all students facing you; during partner exploration, circulate constantly among pairs covering all areas of hall every 60 seconds; for apparatus work, continuous circulation between stations - never remain static, position to see multiple stations simultaneously; during performances, position to observe both performers and audience; for cool-down, return to central position for whole-class activities
Watch for: correct wrist grip in pull balances (thumbs wrapped, not finger-linking), straight locked arms during rising counter balances (bent arms = collapse risk), equal lean/push from both partners (50/50 weight distribution), body tension maintenance (tight core, engaged limbs vs floppy positions), control in transitions (slow, deliberate vs rushed, uncontrolled), asymmetrical vs symmetrical shape understanding, use of different levels on apparatus (floor, medium, high), safe apparatus use (controlled mounting/dismounting, stable positions), partner communication quality (verbal and non-verbal), technical vocabulary accuracy in feedback, signs of fatigue (red faces, heavy breathing, deteriorating technique), engagement and focus levels throughout
Intervene immediately when: any unsafe practice observed (uncontrolled balances, unsafe apparatus use, solo carrying), poor technique causing injury risk (bent arms in pull balance, poor wrist position, inadequate body tension), partner size mismatch creating imbalance/risk, students showing signs of distress or conflict, fatigue affecting control (stop and rest), apparatus rules being broken (running, solo carrying, incorrect lifting), any collision or near-miss incident, students off-task to extent of safety risk; Intervene supportively when: students stuck and not progressing (provide prompt/idea), feedback is vague or inappropriate (scaffold technical language), technique is incorrect but not immediately dangerous (correct and re-demonstrate), creativity lacking (suggest variations to explore), positive behaviour/excellent work to highlight to class (amplify success)
Always demonstrate with a competent student volunteer, not alone - models partnership element; exaggerate key points for visibility: lock elbows completely, show extreme body tension, emphasise equal lean-back; demonstrate common mistakes deliberately then show correction: bent arms leading to collapse, then straight arms succeeding; use slow-motion demonstration for complex skills: show rising counter balance in stages (sit, grip, lean, rise, hold); position demonstration centrally where all students have clear view; ensure volunteer is similar size to you for realistic counter balance demonstration; repeat demonstration from different angles if needed; use positive demonstration examples from students during activity: 'Everyone look at this pair - perfect asymmetrical balance!'; demonstrate safety-critical elements multiple times: wrist grip, straight arms, apparatus rules; for feedback demonstration, model specific technical language use; show differentiation: 'If this is too hard, try this version; if easy, challenge yourself this way'; demonstrate transitions by linking two balances smoothly; always demonstrate on appropriate surface (mat) with safety considerations visible
Large indoor hall, minimum 15m x 20m clear space for warm-up and floor work; additional perimeter space for apparatus setup (total hall size approximately 20m x 30m); adequate ceiling height for apparatus work (minimum 4m)
Clean, dry, non-slip sports hall floor free from hazards; check for water/moisture particularly near doors; ensure no equipment stored in activity area; gymnastics mats in good condition with no tears, adequate padding, and non-slip underside
STOP command immediately freezes all activity - students trained to freeze instantly and await instruction; assess situation quickly and decisively; for minor injuries: appropriate first aid, sit out and observe if needed, incident recorded; for significant injuries: designated first aider called immediately (identify at lesson start), area cleared, other students moved to safe activity with support staff/responsible student leaders, emergency services if required, parents contacted, full accident report completed; evacuation procedure: clear route to exits, account for all students, follow school emergency protocol; all staff know location of first aid kit and emergency contacts
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