Lesson 6 - Group Counter-Balances
Counter-Balance Dynamics
•Year 8
•Gymnastics
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How can we use our bodies cooperatively to create impressive group balances and sequences?
Learning Objectives
- To perform asymmetrical counter balances in a group sequence using canon or unison
- To develop leadership and cooperation skills in group gymnastics
- To challenge oneself to improve personal and group performance
Key Outcomes
- Students will create and perform group sequences incorporating at least 2 counter balances and 2 counter tension balances
- Students will demonstrate effective teamwork and provide constructive feedback to peers
- Students will evaluate their progress throughout the gymnastics unit and set future goals
Equipment & Resources Required
Place mats in grid formation for warm-up, then distribute to apparatus stations
Alternative: Crash mats, yoga mats (ensure adequate thickness for safety)
Keep accessible for timing apparatus setup challenge
Alternative: Mobile phone timer, wall clock with second hand
Ensure fully charged and storage available for filming sequences
Alternative: Video camera, iPad for recording group sequences
Display lesson objectives and key terms where all students can see
Alternative: Large paper, projector for displaying success criteria and key vocabulary
Key Vocabulary
A balance where two or more people support each other by pushing or pulling against each other's body weight
A balance where partners pull against each other to create stability through opposing forces
A timing technique where movements are performed one after another in sequence, like a round in music
Performing movements at exactly the same time as a group
A shape or balance that is different on each side, not matching or mirrored
The routes or patterns of movement through space - can be straight, curved, zigzag
The process of improving and perfecting a skill or sequence through practice and feedback
A balance performed on the shoulders with legs extended upwards in various shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic individual counter balances and counter tension
- Students understand symmetrical and asymmetrical shapes in gymnastics
- Students can work safely with apparatus and follow equipment handling protocols
Current Skills
- Performing group counter balances at different levels
- Creating sequences using canon and unison timing
- Incorporating pathways and transitions into group work
- Using apparatus to enhance counter balance possibilities
Next Steps
- Advanced partner and group acrobatic work
- Complex sequence choreography with music
- Teaching and coaching younger students in gymnastics skills
Milestone Indicators
Key Teaching Points
- Counter balance requires equal opposition forces - if one person lets go or doesn't contribute, the balance fails. Emphasise shared responsibility.
- Safety in shoulder balances is non-negotiable - weight must be on shoulders and upper back, never on neck. Monitor closely and correct immediately.
- Canon and unison are distinct timing concepts - canon has clear delays (1-2 seconds) between each performer, unison is exactly simultaneous. Make this visually obvious.
- Effective group work requires every member to be essential - no passengers or observers. Challenge groups to ensure all contributions are necessary.
- Apparatus setup and pack-away is a learning opportunity - enforce rules consistently to build responsibility and safety awareness for future independent use.
- Quality over complexity - a simple balance performed with perfect control and extension is superior to a complex wobbly attempt.
- Peer feedback must be specific and constructive - train students to use technical vocabulary and the 'two stars and a wish' structure for balanced, helpful feedback.
Common Misconceptions
- Misconception: 'Counter balance and counter tension are the same thing.' Correction: Counter balance involves pushing against each other (e.g., back to back leaning apart). Counter tension involves pulling against each other (e.g., holding hands and leaning away). Demonstrate both clearly to show the difference.
- Misconception: 'Any group balance is a counter balance.' Correction: True counter balance requires opposition forces - each person's weight working against others to create stability. Simply standing together or stacking is not counter balance. Test: if one person can leave without affecting others, it's not a counter balance.
- Misconception: 'Canon means doing different movements one after another.' Correction: Canon means doing the SAME movement one after another with time delays, like a Mexican wave. Different movements in sequence is just a sequence, not canon.
- Misconception: 'Shoulder balance weight goes on your neck.' Correction: This is dangerous! Weight must be on shoulders and upper back with hands supporting lower back. There should be a visible gap between neck and floor. Neck takes no weight.
- Misconception: 'Symmetrical just means balanced.' Correction: Symmetrical means the same on both sides - mirrored. A balance can be asymmetrical (different on each side) but still stable. Show examples of both to clarify.
- Misconception: 'Running with apparatus is okay if you're careful.' Correction: Never acceptable - apparatus is heavy, others are moving in the space, and reaction time when running is too slow. Always walk, no exceptions, for safety of all.
SEN Adaptations
ADHD
- Short activity bursts with frequent changes (already built into lesson), clear visual boundaries for group spaces, regular movement breaks built in, provide fidget tools during sitting/listening times, assign active leadership roles within groups, give immediate specific feedback, use timer to show activity duration visually, allow movement during peer feedback observation
dyspraxia
- Allow extra practice time for balance coordination, break down complex balances into smaller sequential steps, use larger mats for bigger safety margins, provide hand-over-hand guidance for positioning if helpful, allow practice of movements in isolation before combining in sequences, use verbal cues to coordinate timing, celebrate effort and improvement over absolute achievement, reduce number of balance requirements (1 counter balance, 1 counter tension minimum)
autism spectrum
- Provide visual schedule showing lesson structure and timings, maintain consistent routines and clear transitions between activities, offer quiet space if overwhelmed by noise/activity, give advance warning of demonstrations or performance requirements, allow same partner throughout if preferred, use visual success criteria cards, provide specific concrete feedback rather than general praise
visual impairment
- Use bright coloured markers to indicate mat edges and boundaries, provide verbal descriptions of all demonstrations with specific body position details, use tactile demonstrations where appropriate (guide through positions), buddy system with sighted partner for spatial navigation, describe visual feedback being given to others so they can apply to own work
hearing impairment
- Use clear visual demonstrations with exaggerated movements, provide written/pictorial instructions for sequences on cards, use visual signals for start/stop/freeze commands (lights, flags, hand signals), ensure student can see your face when giving instructions (lip-reading), position near front during demonstrations, use vibrating timer for timed balance holds
physical disability
- Seated or supported balance variations using chairs or apparatus for stability, modify counter balances to use upper body strength if lower body affected, allow use of walls or bars for additional support, reduce balance hold times to achievable duration (1-2 seconds), provide wheelchair-accessible activities, focus on achievable movements and celebrate effort
Cross-Curricular Links
English
Technical vocabulary development, giving and receiving constructive feedback, articulating ideas clearly in group planning, listening skills during instructions and peer feedback
Maths
Angles in balance positions (90-degree knee bends, 120-degree straddle), counting timing for canon sequences (1-2-3), measuring distances for apparatus spacing, symmetry and asymmetry exploration
Science
Forces and motion - push/pull forces in counter balances, gravity and centre of balance, muscle groups used in different positions, lever principles in balances, cardiovascular response to exercise
Art
Creating aesthetically pleasing shapes and sequences, composition of group balances considering levels and lines, creative expression through movement, performance presentation
PSHE
Teamwork and cooperation, leadership skills, resilience and persistence when balances are challenging, managing emotions (frustration/success), trust-building in partner work, celebrating diversity of abilities
Teacher Guidance
Positioning
Start centrally for warm-up visibility. During group work, circulate continuously spending 20-30 seconds with each group. For apparatus work, position where you can see all stations, moving to supervise highest-risk activities. During performances, position to see both performers and audience.
Observation Focus
Watch for: equal participation in group work, correct counter balance principles (opposition forces), safe apparatus use, quality of body lines and extension, effective communication within groups, progression in balance difficulty, signs of fatigue or reduced safety awareness.
Intervention Points
Step in immediately when: unsafe balance attempts observed, weight on neck during shoulder balances, apparatus used incorrectly, students excluded from group activities, apparatus handling rules broken, signs of conflict within groups, students attempting beyond their capability without support.
Demonstration Notes
Demonstrate: Use students to model excellent examples whenever possible - builds confidence and provides peer models. Always demonstrate safety-critical skills yourself first (shoulder balances, apparatus handling). Show both correct and incorrect examples to clarify expectations. Use exaggerated movements for clarity. Narrate as you demonstrate explaining the 'why' behind technique.
Verbal Cues
- •'Opposition forces - push or pull against each other!'
- •'Wide base for stability - spread those feet!'
- •'Shoulders not neck - create a gap!'
- •'3-2-1 together - coordinate your movement!'
- •'Hold it... 3... 2... 1... excellent control!'
- •'Everyone must be essential - no passengers!'
- •'Walk, don't run - safety first always!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large sports hall minimum 20m x 30m with clear height of 4m+ for apparatus work. All areas clear of obstacles with adequate run-off space around apparatus stations.
Surface Check
Dry, clean, non-slip sports hall floor. Check for any moisture, debris or damage before lesson. Ensure mats are in good condition with no tears or worn areas.
Equipment Safety
Safety Checks
- •Check all apparatus is structurally sound before student use - no cracks, loose parts or instability
- •Ensure adequate matting under and around all apparatus
- •Verify apparatus is age-appropriate and correctly assembled
- •Check recording device is secured and not in movement pathways
- •Ensure stopwatch is available and functional for timed activities
Risk Management
Key Risks
- •Falls from apparatus or during balances - risk of impact injuries
- •Collisions between students during warm-up or when moving around hall
- •Neck/spinal injury if shoulder balances performed incorrectly
- •Strains or sprains from attempting balances beyond capability
- •Apparatus handling injuries - trapped fingers, dropped equipment
- •Trips over mats or apparatus during setup/pack-away
Risk Mitigation
- •Comprehensive warm-up including dynamic stretching before gymnastics work
- •Clear boundaries and spacing established for all activities - minimum 2m between groups
- •Progressive skill building from low to medium to high level balances
- •Constant supervision and monitoring of all balance attempts, especially at height
- •Explicit teaching of correct shoulder balance technique with emphasis on neck safety
- •Strict apparatus handling rules enforced with stopwatch challenge to maintain focus
- •Mats positioned under all apparatus and balance work areas
- •Teacher positioned for maximum visibility and quick intervention capability
- •Differentiation allowing students to work at appropriate challenge level
- •Clear communication protocols within groups - verbal cues before balance attempts
Supervision & Emergency Procedures
Supervision Points
- •Position centrally during warm-up for visibility of all pairs
- •Circulate actively during group balance creation to monitor safety and technique
- •Station yourself to observe all apparatus stations during rotations
- •Focus supervision on highest-risk activities - high balances, apparatus work
- •During filming, maintain peripheral awareness of all other groups
- •Monitor fatigue levels especially toward end of lesson - intervene with rest if needed
Emergency Procedures
Stop signal: loud whistle blow and 'FREEZE' command. All students stop immediately and sit down. Assess situation, provide appropriate first aid if needed, send reliable student for additional help if required. Have first aid kit accessible. Know location of nearest telephone. Emergency contact details for all students available.