KS2 · Physical education · Year 5
Sequences to include counter balance on apparatus
Gymnastics: counter balance and counter tension
Learn it. Recall it. Make it stick.
IllumED Slides
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Your learning goal
I can create a counter balance sequence with a partner on apparatus incorporating flow accurate timing.
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Sequences to include counter balance on apparatus: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can create a counter balance sequence with a partner on apparatus incorporating flow accurate timing.
Key learning points
- Move: quality sequences require a variety of travelling movements considering direction, level, unison, canon and flow.
- Think: evaluating ideas on apparatus including different levels and connection points creates interesting balances.
- Think: moving out of counter balances requires evaluation to ensure flow without pauses and to improve if necessary.
- Connect: trusting our partner to create ideas on apparatus to maximise the quality of the balances shows great teamwork.
- Feel: striving to improve the ideas we create and ensuring they are high quality requires integrity.
Words to know
- flow
- moving from one action to another without stopping
- counter balance
- a pushing balance where we maintain the desired shape in a stationary position completely still
- sequence
- combination of controlled movements and balances that have been linked together in a particular order
Common mistakes
One partner ends up bearing more weight than the other, leading to instability. Pupils may try complex counter balances before they have mastered the foundational skills.
Show examples of counter balances where pupils are evenly distributing their weight. Make sure pupils can perform basic counter balances with quality before they attempt more complex balances.
For parents, carers and teachers
- Always check the apparatus for damage or instability. Provide pupils with progressively difficult tasks on apparatus, starting with working at lower levels to develop confidence. Team work is important when using apparatus. Encourage pairs to support or assist one another.