Lesson 3 - Counter-Balance Travel
Counter-Balance Dynamics
•Year 8
•Gymnastics
•Start Planning Better PE Lessons
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How can understanding push and pull forces help you create perfectly balanced partnerships in gymnastics?
Learning Objectives
- To perform various counter-balances with control and precision using push and pull forces
- To link balances with travelling movements in smooth, flowing sequences
- To challenge yourself to improve through competition and self-assessment
Key Outcomes
- Students will create sequences combining counter-balances at different levels with travelling movements
- Students will demonstrate understanding of push and pull forces through paired balance work
- Students will use apparatus imaginatively to enhance their sequences
- Students will assess their own and others' performances against success criteria
Equipment & Resources Required
Distributed around hall perimeter initially, students carry to apparatus stations later
Alternative: Crash mats, jigsaw mats, or exercise mats if gymnastics mats unavailable
Keep with teacher for timing apparatus setup and activity durations
Alternative: Mobile phone timer, wall clock with second hand, countdown timer app
Accessible at hall entrance for quick distribution during warm-up
Alternative: Coloured bands, sashes, or hand bands to identify taggers
Fully charged, ready to film final performances for assessment evidence
Alternative: Smartphones, iPads, or video cameras for filming sequences
Mark clear activity boundaries and apparatus station zones
Alternative: Spots, domes, or chalk marks to define boundaries
Key Vocabulary
Two people creating a balance by pushing or pulling against each other, using equal and opposite forces to maintain stability
The opposing forces that partners apply to each other to create and maintain counter-balances
When both partners create identical or mirrored shapes, showing perfect balance and matching body positions
The smooth, controlled movement from one balance or skill to another without stopping or losing control
A series of balances and movements linked together in a specific order to create a gymnastics routine
The routes travelled through space - can be straight, curved, zigzag, or circular
The height at which balances are performed: low (floor level), medium (kneeling/sitting height), high (standing)
Gymnastics equipment such as benches, boxes, mats, and beams used to enhance movement and challenge
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance skills including static shapes at different levels
- Simple partner work and mirroring movements
- Fundamental travelling movements (rolling, jumping, landing)
- Safe apparatus handling and movement around the space
- Understanding of body tension and core strength
Current Skills
- Counter-balance techniques using push and pull forces
- Linking balances with travelling movements in sequences
- Symmetrical partner balances at varied levels
- Creative use of apparatus in sequence work
- Self and peer assessment of performance quality
Next Steps
- More complex counter-balance and counter-tension combinations
- Group balances involving three or more students
- Advanced apparatus work with flight elements
- Choreographing longer sequences with musical accompaniment
- Teaching and coaching others in gymnastics skills
Milestone Indicators
Key Teaching Points
- Counter-balances require EQUAL and OPPOSITE forces from both partners - if one pushes/pulls harder, the balance fails. Constantly check and adjust force application.
- Symmetry is essential for effective counter-balances - partners should create mirror images or identical shapes. Highlight excellent symmetrical examples throughout.
- Holding balances for minimum 4 seconds demonstrates control - use the 'gymnastics counting' rhythm (1-gymnastics, 2-gymnastics...) to standardise timing.
- Smooth transitions are what transform isolated skills into flowing sequences - emphasise continuous movement with no stops or pauses between elements.
- Levels (low, medium, high) must be clearly differentiated - exaggerate the differences so observers can easily identify which level is demonstrated.
- Apparatus enhances sequences when used creatively - encourage ON, OVER, AROUND, and UNDER rather than just standing beside equipment.
- Safety procedures are non-negotiable - enforce walking, carrying in pairs, and proper matting every single time without exception.
- Peer feedback should use technical vocabulary and be specific - 'good symmetry in your LOW balance' is far more valuable than 'that was good'.
- Self-assessment develops metacognition - encourage honest reflection against criteria rather than defaulting to 'I'm good at everything'.
- Differentiation must be genuine - support should simplify appropriately, extension should challenge significantly, ensuring all students progress from their starting point.
Common Misconceptions
- MISCONCEPTION: Counter-balance means both people doing the same thing. CORRECTION: Counter-balance means creating equal and opposite forces - often partners are in different positions creating complementary forces (one pushes, one pushes back).
- MISCONCEPTION: The stronger partner has to work harder in counter-balances. CORRECTION: Both partners apply EQUAL force regardless of strength - it's about balance, not power. Adjust body position to create equal force.
- MISCONCEPTION: Symmetrical means identical. CORRECTION: Symmetrical in gymnastics can mean mirror image (facing each other, opposite sides) OR identical (same side, same position). Both are symmetrical.
- MISCONCEPTION: Transitions are just moving between balances. CORRECTION: Transitions are skilful, controlled movements that flow seamlessly - they're part of the sequence, not gaps between the 'real' skills.
- MISCONCEPTION: Apparatus sequences should be complex and risky. CORRECTION: Effective apparatus work is creative and imaginative, but always SAFE. Simple, well-executed moves score higher than dangerous, sloppy complexity.
- MISCONCEPTION: If you can hold a balance briefly, it counts. CORRECTION: Gymnastics balances must be held for minimum 4 seconds with complete stillness to demonstrate true control and strength.
- MISCONCEPTION: Peer feedback means saying something nice. CORRECTION: Peer feedback should be constructive, specific, and technical - identifying both strengths and development areas using proper vocabulary.
- MISCONCEPTION: Floor work is easier than apparatus work. CORRECTION: Floor work is the foundation - master control, symmetry, and transitions on floor before adding apparatus complexity. Both are appropriately challenging.
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes maintaining engagement; clear, concise instructions one step at a time; positive reinforcement and regular feedback; movement breaks built into lesson (naturally included in PE); clear boundaries and expectations; visual reminders of task; leadership opportunities for channeling energy; fidget tools available if needed during sedentary parts (watching performances)
dyspraxia
- Larger, softer equipment initially (bigger balls, wider benches); reduced complexity in sequences (fewer elements); additional practice time for skill mastery; breaking skills into smaller steps; visual and physical demonstrations; verbal rehearsal before physical attempt ('I will... then... then...'); celebrating effort over outcome; use of mirrors if available for self-correction; consistency in partner pairing for familiarity
autism spectrum
- Clear visual lesson structure displayed (warm-up → skills → apparatus → cool-down); predictable routines for apparatus setup/pack-away; quiet zone available if sensory overload; advance warning of loud noises or changes; visual sequence cards showing expected movements; buddy system with familiar peer; clear, literal language avoiding idioms; countdown timers for activity transitions; option to observe before participating
visual impairment
- Use brightly coloured apparatus for contrast; provide tactile demonstrations (physically guiding through counter-balance positions); buddy system with sighted partner; verbal descriptions of all visual demonstrations; auditory cues for timing (count aloud for 4-second holds); textured mats to mark specific areas; orientation walk of space and apparatus positions before lesson
hearing impairment
- Visual demonstrations with exaggerated movements; written/pictorial instruction cards for sequences; hand signals for key instructions (stop, go, good, try again); ensure student can see teacher's face for lip-reading; buddy system for instruction relay; vibrating timer for timing activities; British Sign Language (BSL) if known; visual timetable of lesson structure
physical disability
- Adapted counter-balances using walls, apparatus, or chairs for support; wheelchair-adapted balances focusing on upper body; reduced movement range maintaining challenge within capability; seated versions of activities where appropriate; use of specialist equipment if available (therapy balls, adapted apparatus); focus on achievable personal progression; adult or peer support for positioning
Cross-Curricular Links
English
Technical vocabulary acquisition and use (counter-balance, symmetrical, transition, apparatus); verbal communication with partners during planning; providing oral feedback to peers after performances; listening skills during instructions and peer feedback; descriptive language when discussing sequences and techniques; following complex multi-step instructions
Maths
Counting in rhythm (1-gymnastics, 2-gymnastics for timing); understanding angles in body positions (90-degree knee bends, lean-back angles); spatial awareness and geometry (pathways - straight, curved, zigzag); symmetry recognition and creation in partner balances; measurement concepts (levels - high/medium/low, distance between partners); timing and duration (4-second holds, activity timings); problem-solving for apparatus positioning
Science
Forces and motion - push and pull forces in counter-balances; equal and opposite forces (Newton's Third Law) in partner work; gravity and balance - centre of mass concepts; friction between body and floor/apparatus; energy transfer from rock to spring movement; body systems - muscular system during exercise, cardiovascular response to activity; levers in body movements; momentum in rocking and springing
Design & Technology
Structure and stability concepts in balance creation; problem-solving for effective counter-balances; testing and refining sequences (design process); evaluating what works and modifying; creative use of apparatus (materials) to achieve goals; understanding how forces create stable structures
Geography
Directions and orientation - facing different directions in starting positions; spatial awareness and navigation around hall; pathways and routes (straight, curved, zigzag) linking to map skills; understanding use of space and environment; positional language (on, over, under, around apparatus)
PSHE
Teamwork and cooperation in partner work; communication skills for sequence creation; resilience and perseverance when mastering challenging skills; self-awareness through self-assessment; empathy when providing peer feedback; respect for others' efforts and abilities; celebrating diversity of achievement (attainment and achievement); managing emotions when frustrated or challenged; goal-setting and self-improvement focus
Teacher Guidance
Positioning
Start lesson at hall entrance for clear welcome. During warm-up, position at perimeter with view of all students. Move to central location for demonstrations ensuring all can see/hear. During skill practice, circulate continuously between pairs providing feedback. For performances, position where performers and audience both visible. During apparatus work, circulate between stations but maintain overall supervision. Return to central/front position for plenary and dismissal.
Observation Focus
WARM-UP: Watch for control in travelling, quality of bridge balances, partner cooperation, spatial awareness, rule-following. SKILL INTRO: Observe force application in counter-balances (equal/unequal), understanding of levels (low/medium/high), 4-second hold quality, symmetry attempts, transition smoothness. SKILL DEVELOPMENT: Check sequence structure, creative travelling movement selection, ability to self-assess, peer feedback quality, response to feedback. APPARATUS: Monitor safety compliance during setup, creative apparatus use, confidence progression, sequence complexity, teamwork quality. COOL-DOWN: Watch technique in rocking/springing, back-to-back problem-solving, reflection engagement.
Intervention Points
IMMEDIATE: Any unsafe apparatus handling, dangerous skill attempts, students at risk of injury, disrespectful behaviour. PROMPT: Poor counter-balance technique causing frustration, inadequate force balance between partners, sequences lacking structure, students off-task or disengaged. DEVELOPMENTAL: Limited creativity in sequences, vague peer feedback, low-quality transitions, minimal challenge level. SUPPORTIVE: Students showing frustration, lacking confidence, struggling with partner, needing differentiation adjustment.
Demonstration Notes
Always demonstrate new skills/concepts before student practice. Use competent student partner for counter-balance demonstrations. Exaggerate key points (e.g., very bent knees, very straight arms) for visibility. Show common mistakes then correct version for contrast. Narrate demonstrations: 'Watch my feet... see my arms... notice the force...' Position demonstration area where all students can see clearly. Repeat demonstrations from different angles if needed. For apparatus work, demonstrate ON the apparatus students will use. During demonstrations, face different directions so all viewing angles covered. Use freeze-frames during demonstrations - hold positions for observation. Invite student demonstrations regularly - validates learning and provides variety.
Verbal Cues
- •'Soft touches!' - when travelling movements too forceful
- •'Find space!' - when students clustering or colliding
- •'Equal forces!' - when counter-balances unbalanced
- •'Hold it... 2... 3... 4!' - to reinforce 4-second balance timing
- •'Symmetry check!' - prompt for partner matching
- •'Smooth transitions!' - when movements jerky or disconnected
- •'Freeze and focus!' - to regain attention quickly
- •'Show me low/medium/high!' - quick level understanding check
- •'Push or pull?' - to identify force type in balance
- •'Safety first!' - reminder during apparatus work
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 20m for class of 30. Adequate individual space for warm-up activities (minimum 2m between students). Clear pathways between apparatus stations (minimum 1.5m). Sufficient mat coverage under and around all apparatus. Storage areas accessible without crossing activity zones.
Surface Check
Dry, clean, non-slip hall floor free from dust, water, or debris. No protruding nails, splinters, or surface damage. Mats checked for tears, holes, or worn areas before use. All apparatus feet/bases stable on floor surface. No trip hazards from cables, equipment, or bags.
Equipment Safety
Safety Checks
- •Gymnastics mats: Check for adequate thickness, no tears, Velcro connections secure if applicable
- •Benches: Inspect for splinters, cracks, or unstable legs; rubber feet present and secure
- •Boxes: Ensure stable construction, no sharp edges, appropriate height for year group
- •Beams: Check stability, appropriate height, non-slip surface, mats positioned underneath
- •Wall bars: Secure wall mounting, no loose or damaged bars, mats positioned at base
- •Bibs: No rips or loose parts causing trip hazards
- •Recording devices: Fully charged, secure when not in use, no trailing cables
Risk Management
Key Risks
- •Collisions: During warm-up tag game and travelling movements - manage space and speed
- •Falls from apparatus: During counter-balances on equipment - ensure matting and supervision
- •Partner balance failures: Unequal forces causing falls - teach safe entry/exit from balances
- •Apparatus handling injuries: During setup/pack-away - enforce carrying in pairs, walking only
- •Overexertion: Attempting skills beyond capability - monitor differentiation and intervene
- •Impact injuries: From apparatus edges or falling equipment - proper setup and supervision
- •Head/neck injury: From inappropriate rocking/rolling - teach correct technique, supervise closely
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson
- •Adequate spacing between students during all activities (minimum 2m)
- •Progressive skill building - floor work before apparatus work
- •Demonstration of all new skills before student practice
- •Continuous supervision with teacher positioned for maximum visibility
- •Apparatus rules clearly stated, rehearsed, and enforced
- •Stop signals established and practiced - all students freeze immediately
- •Differentiation ensures all students work at appropriate challenge level
- •Partner work carefully paired considering size, confidence, and ability
- •Mats positioned under/around all apparatus before use
- •Approval required before attempting any unusual/creative apparatus use
- •Regular checks during lesson for equipment stability and positioning
Supervision & Emergency Procedures
Supervision Points
- •Position at edge of activity area with clear sightline to all students
- •During apparatus work, circulate between stations but maintain overview
- •Monitor high-activity areas (apparatus stations) more frequently
- •Position near apparatus during setup/pack-away to supervise handling
- •Stay alert to fatigue signs especially late in lesson - adjust intensity if needed
- •Watch for students attempting skills beyond safe capability - intervene immediately
- •During performances, position where performers and audience both visible
- •Never turn back on entire class - maintain awareness even when supporting individuals
- •Identify and monitor higher-risk students (overconfident, under-confident, SEND needs)
Emergency Procedures
Established stop signal (whistle/verbal 'FREEZE') - all students freeze immediately. Quick assessment of incident severity. Minor injury: first aid on-site, student sits out or modifies participation. Significant injury: send reliable student for additional adult support, stay with injured student, class sits safely in designated area supervised by responsible students if needed. Major emergency: activate school emergency procedures, send for first aider/leadership, ensure class safety. Accident recorded in school system. Parents informed of any injury requiring attention. Equipment secured if implicated in incident.