🤸

Lesson 5 - Counter-Balance Sequences

Counter-Balance Dynamics

•

Year 8

•

Gymnastics

•

1h 6min

Big Question

How can we use our body weight and our partner's strength to create visually stunning gymnastic sequences that flow seamlessly between different levels?

Learning Objectives

To evaluate the work of others using correct technical gymnastics language
To perform a sequence in canon at different levels linking asymmetrical counter balances with transitional moves
To demonstrate safe and controlled counter tension and counter balance techniques with a partner

Key Outcomes

Students will create and perform a fluid sequence incorporating counter balances at three different levels
Students will provide constructive peer feedback using appropriate technical vocabulary
Students will execute moves in canon with precise timing and smooth transitions
Students will work collaboratively to refine and improve their gymnastic sequences

Equipment & Resources Required

Gymnastics Mats

Varied selection (benches, boxes, bars, tables)

Arranged in designated apparatus stations around hall perimeter, with floor work area in centre

Alternative: Crash mats, tumbling mats, or layered gym mats for safety

Stopwatch

Keep accessible for timing apparatus setup and activity durations

Alternative: Mobile phone timer or wall clock with second hand

Dish Cones

Arranged in circle formation approximately 10-12 metres diameter around central area

Alternative: Buckets, hoops or markers to create collection points

Balls

20-25

Piled in centre of cone circle for warm-up game

Alternative: Small foam balls, tennis balls or stuffed socks

Video Device

1 (tablet or camera)

Positioned on tripod or stable surface to record final sequences

Alternative: Mobile phone with video capability

Key Vocabulary

Canon

A compositional device where one performer begins a movement and others follow in succession, creating a ripple or echo effect

Asymmetrical

When body shapes or partner positions are uneven or different on each side, creating visual interest and requiring different muscle control

Counter Balance

When two or more performers lean away from each other while maintaining contact, using opposing forces to maintain stability

Counter Tension

When performers pull or lean in opposite directions while maintaining contact, creating tension that keeps both stable

Transitional Moves

Connecting movements that flow smoothly from one balance position to another without breaks or collapses

Body Tension

Controlled muscle engagement throughout the body that maintains shape, control and safety during balances

Pike Position

Body folded at the hips with legs straight and together, creating a V-shape

Straddle Position

Legs spread wide apart to the sides, either sitting or standing, creating width in body shape

Constructive Feedback

Helpful observations that identify strengths and provide specific, actionable suggestions for improvement

Skill Progression Pathway

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

Prior Learning

Basic balance positions (tuck, straddle, pike, pencil)
Simple partner work and trust exercises
Fundamental body tension and core control
Safe apparatus handling procedures
Basic gymnastics vocabulary

Current Skills

Counter balance and counter tension techniques
Asymmetrical balances with partners
Canon performance and timing
Transitional movements between balances
Technical evaluation and feedback skills

Next Steps

Advanced group formations and synchronised sequences
Complex multi-person balances and pyramids
Choreographing extended routines with music
Competition-standard sequence composition
Advanced apparatus work with dynamic movements

Milestone Indicators

Students maintain strong body tension throughout balances

Partners communicate effectively to achieve counter balance

Sequences show clear distinction between three levels

Transitions are smooth without collapse or hesitation

Feedback includes specific technical observations

Key Teaching Points

Counter balance involves leaning AWAY from partner with opposing forces; counter tension involves pushing TOGETHER against partner - emphasise this critical difference throughout
Canon timing requires clear 2-3 second delay with same movement performed by both partners - use counting aloud to establish consistent timing
Three distinct levels (low, medium, high) must be visibly different - low is floor-based, medium is kneeling/sitting height, high is standing or elevated
Asymmetrical balances have different shapes on each side creating visual interest - demonstrate clear difference between symmetrical and asymmetrical
Smooth transitions maintain continuous flow without collapse or standing breaks - body tension must be maintained throughout connecting movements
Technical vocabulary (counter balance, counter tension, canon, asymmetrical, transitional moves, body tension) must be explicitly taught, modelled, and reinforced in all feedback
Peer feedback requires structure: one positive comment + one specific improvement suggestion, both using technical language - model this formula repeatedly
Apparatus safety is non-negotiable: paired carrying, walking only, correct storage, sitting behind apparatus when set - enforce with stopwatch accountability and penalty system

Common Misconceptions

Misconception: Counter balance and counter tension are the same thing. Correction: Counter balance = leaning AWAY, counter tension = pushing TOGETHER. Both use opposing forces but in different directions. Demonstrate both clearly side-by-side.
Misconception: Canon means doing different movements at the same time. Correction: Canon means doing the SAME movement at DIFFERENT times with a delay - like an echo. Show simultaneous movement versus canon movement for contrast.
Misconception: Three levels can be similar heights. Correction: Levels must be DISTINCTLY different - low is floor-based, medium is around waist/knee height, high is standing or elevated. Show clear height variation.
Misconception: Transitions can include standing up and walking to the next balance. Correction: Transitions must maintain flow and body tension - use rolls, slides, controlled lowering but NO standing breaks. Demonstrate broken flow versus smooth flow.
Misconception: Asymmetrical just means different from your partner. Correction: Asymmetrical means your OWN body shape is different on each side - one leg bent/one straight, one arm up/one down. Your partner's position is separate.
Misconception: Feedback means just saying 'it was good' or 'I liked it'. Correction: Feedback must be SPECIFIC using TECHNICAL vocabulary - 'Your counter balance at high level showed strong body tension' is much better than 'it was good'.
Misconception: Apparatus work is separate from floor skills. Correction: Apparatus work APPLIES the same counter balance principles - you use apparatus as additional element in your balances, not separate skills.
Misconception: The person who starts first in canon must be the stronger/better gymnast. Correction: Both partners perform the SAME movement, just at different times - skill level doesn't matter, timing and coordination matter. Either person can start first.

SEN Adaptations

ADHD

Keep activities varied with frequent changes (short 2-4 minute segments); provide clear, concise instructions one step at a time; use visual timers for activity durations; allow movement breaks between intense focus periods; assign active roles (demonstrator, equipment manager) to channel energy; provide immediate specific feedback for positive reinforcement; reduce wait time with continuous active participation; use stopwatch and records to create motivating challenges; permit fidget tools during listening/watching times; offer choice within activities where possible

dyspraxia

Use larger, easier-to-control equipment for balances (wider benches, lower boxes); break down complex sequences into smaller achievable steps; allow additional practice time for motor planning; provide step-by-step visual cards for sequences; reduce complexity of transitions (simple rolls rather than complex movements); assign patient, supportive partner; give extra time for apparatus carrying with adult support if needed; focus on quality of one or two balances rather than full complex sequence; celebrate effort and improvement over absolute attainment; permit use of wall support during balancing

autism spectrum

Provide visual schedule showing lesson structure and timing; use consistent routines for apparatus setup/pack-away; offer quiet zone for breaks if sensory overload occurs; give advance warning of transitions between activities; allow same trusted partner throughout lesson; reduce performance pressure by recording in small groups not whole-class audience; provide written success criteria checklist to reduce ambiguity; use social stories to prepare for competitive element (sumo wrestling); allow alternative self-assessment method if group setting overwhelming

visual impairment

Use bright coloured apparatus and equipment for visibility; provide verbal descriptions of all demonstrations with explicit spatial language; assign sighted peer buddy for partner work; allow tactile exploration of balance positions by touching partner's position; use audio cues for canon timing (counting aloud, clapping); ensure clear pathways free from obstacles; position near teacher for demonstrations; provide verbal feedback during performances instead of visual observation

hearing impairment

Use clear visual demonstrations with exaggerated movements; provide written instruction cards with diagrams of sequences; use visual signals for start/stop (lights, flags, hand signals); assign communicative peer buddy who can sign or use clear facial cues; position at front for lip-reading access during instructions; use vibrating timer or visual cues for canon timing delays; allow extra processing time for verbal instructions; provide written feedback sheets for peer evaluation

physical disability

Adapt balances to seated or supported positions using walls or apparatus; allow use of mobility aids as part of balance creation; reduce number of levels required (two instead of three); permit simplified transitions appropriate to mobility level; provide alternative role as feedback expert or choreographer if movement limited; use adapted apparatus (lower height, additional support); allow larger group work (three or four) for additional stability; focus assessment on cognitive understanding and verbal evaluation skills

Cross-Curricular Links

English

Technical vocabulary acquisition and application (canon, asymmetrical, counter tension, counter balance); constructive feedback language structures; precise descriptive language in evaluations; verbal communication during partner work; listening skills during demonstrations and peer feedback

Maths

Counting canon delays in seconds; measuring angles of body positions during balances; calculating time taken for apparatus setup and pack-away; using three-point scale for self-assessment; understanding ratios in paired balance weight distribution; spatial awareness and geometry in asymmetrical shapes

Science

Forces and counter-forces in balance positions; gravity and centre of mass during balancing; muscle tension and relaxation; cardiovascular response during warm-up and cool-down; lever principles in body positioning; friction forces between body and apparatus surfaces; energy transfer during movements

Drama

Canon timing similar to choral speaking; choreography and sequence composition; performance skills during recorded sequences; audience awareness and etiquette; use of levels and space for visual impact; synchronization and coordination with partners similar to ensemble work

PSHE

Teamwork and collaboration during partner sequences; resilience when sequences break down and require refinement; managing competitive feelings during sumo wrestling; giving and receiving constructive feedback; self-assessment and honest self-evaluation; celebrating others' success through recognition and applause; trust-building through physical partner work

Teacher Guidance

Positioning

Begin centrally for warm-up visibility; circulate actively during partner work staying mobile to observe all pairs; position at hall corners during apparatus setup for maximum oversight; move between apparatus stations during exploration; stand centrally during performances and cool-down activities for full class view

Observation Focus

Watch for: equal weight distribution in counter balances indicating mutual effort; clear 2-3 second delay in canon movements; distinct low/medium/high level variation in balances; smooth transitions without collapse or standing breaks; appropriate use of technical vocabulary in feedback; safe apparatus handling following paired carrying and walking rules; sporting behaviour during competitive sumo activity

Intervention Points

Step in immediately if: unsafe apparatus use observed (solo carrying, running, unstable balancing); contact points on neck or spine during balances; one partner bearing all weight in balances; students attempting balances beyond their control level; collisions occurring during movement activities; technical vocabulary missing from feedback - prompt with sentence starters; over-exertion signs appearing (extreme fatigue, breathlessness, pain); poor sportsmanship during competitive elements

Demonstration Notes

Demonstrate: Use confident students as partners for demonstrations; exaggerate key teaching points for visibility (clear lean in counter balance, obvious delay in canon); show common mistakes then correct versions for contrast; physically model apparatus carrying and setup procedures; demonstrate feedback delivery including tone and technical vocabulary; show strategic thinking aloud during activities; model sporting behaviour and positive encouragement throughout

Verbal Cues

•'Equal weight - both of you push or pull together!'
•'Show me three DIFFERENT levels - low, medium, high!'
•'Smooth transitions - no collapses, no breaks, continuous flow!'
•'Count the delay - 1-2-3-GO for canon timing!'
•'Use your technical words - counter balance, asymmetrical, canon!'
•'Apparatus in pairs - one each end, walk smoothly!'
•'Strong body tension - tight and controlled!'
•'Feedback formula: One positive, one improvement, use technical language!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space; larger space (20m x 30m) preferred for apparatus stations; clear of all obstacles and protruding equipment; designated apparatus storage areas around perimeter; adequate ceiling height for standing balances (minimum 3.5m)

Surface Check

Clean, dry, non-slip floor surface checked before lesson; no water spillages or debris; ensure floor tape/markings not peeling causing trip hazards; gymnastics mats checked for tears or exposed foam before use

Equipment Safety

Safety Checks

•All gymnastics mats checked for condition - no tears, adequate thickness (minimum 32mm)
•Apparatus inspected before use - no cracks in benches, boxes stable and locked, no protruding bolts or sharp edges
•Bean bags soft and securely stitched for warm-up activity
•Cones stable with no cracks or sharp edges
•Video recording device securely positioned, not in movement pathway
•Stopwatch functioning correctly for accurate timing of apparatus routines

Risk Management

Key Risks

•Collisions between students during warm-up scrambling and apparatus work
•Falls from apparatus during counter balance attempts
•Joint strain from improper counter balance technique
•Dropped apparatus during setup/pack-away
•Slips during crab walking if floor surface compromised
•Overexertion during sustained physical activity
•Finger/hand injuries during sumo wrestling activity

Risk Mitigation

•Clear boundaries and spacing established before all activities (minimum 3m between pairs)
•Progressive skill building from floor work to apparatus application
•Explicit instruction on safe contact points - avoid neck, spine pressure
•Mandatory paired carrying of all heavy apparatus with walking-only rule
•Continuous teacher circulation and monitoring during all activities
•Strict apparatus setup/pack-away procedures with stopwatch accountability reducing rushing
•Emphasis on controlled movements and body tension throughout
•Immediate intervention if unsafe practices observed
•Cool-down activity intensity monitored to prevent over-exertion
•Shoes and socks replaced before dismissal to protect feet when leaving hall

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up for 360-degree visibility of scrambling activity
•Circulate actively during partner work to monitor technique and safety
•Station self at corners during apparatus setup/pack-away for maximum oversight
•Move between apparatus stations during exploration phase observing all groups
•Position near recording device during performances while maintaining class view
•Stand centrally during sumo wrestling to monitor all pairs' intensity levels

Emergency Procedures

STOP command immediately freezes all activity; assess situation calmly; provide appropriate first aid or summon trained first aider; move other students to safe area away from incident; complete accident report if required; notify parents/carers of any injuries; do not move injured student unless immediate danger present