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← Gymnastics: Partner Sequences
FreeUpper KS2Year 5, Year 639 mins

Gymnastics · Lesson 1 of 6

Tension and Balance

Learning objective: To hold individual balances with control and clear body tension.

Success criteria

  • I can hold a balance for three seconds without wobbling.
  • I can show tension from fingers to toes.
  • I can balance on large and small body parts.

Equipment

  • Gymnastics mats (one per pair)
  • Low benches and tables / movement tables
  • Task cards
  • Tablet for filming (optional, school device, in line with school policy)

Organisation & set-up

Mats spread out with at least 2 metres between them. Teach safe mat carrying (four pupils, lift, walk, place).

PupilDefenderCone→ Movement / pass

Warm-up: Follow the Leader

6 mins
  1. Jog, skip and side-step around mats without touching them.
  2. On 'freeze', make a star, pencil or tuck shape.
  3. Gentle mobility: wrist circles, cat-cow, ankle rolls.

Skill introduction & demonstration

5 mins

Demonstrate a balance with and without tension. Ask pupils to spot the difference. Introduce points and patches.

Squeeze your musclesStretch through fingers and toesEyes fixed on a pointHold for three

Skill development 1: Points and Patches

8 mins
  1. Teacher calls a number of points (e.g. 3); pupils find a balance on that many.
  2. Explore large (patch) and small (point) body parts.

Skill development 2: Balance Challenge Cards

7 mins
  1. Pupils choose cards with different balances and rate their control 1-3.

Main activity: Mini Sequence

8 mins
  1. Link three balances with travelling movements between them.
  2. Perform to a partner, who gives one 'star' and one 'wish'.

Coaching points & teaching cues

  • Tension
  • Extension
  • Eyes fixed
  • Controlled transitions

Common mistakes & corrections

  • Wobbling: Widen the base, tighten the core.
  • Floppy limbs: Stretch to the fingertips.
  • Rushing balances: Count 'one elephant, two elephants, three elephants'.

Easier challenges

  • Use wider bases with more points of contact.

Harder challenges

  • Balance on fewer points; add a level change.

Inclusion & SEND adaptations

Adaptations

  • Pupils with hypermobility or joint conditions should avoid weight-bearing on extended arms; offer alternative balances.
  • Partner pairing should consider size and confidence; counter-balances can be done holding a wall bar or bench instead of a partner.
  • Use larger, softer or brighter balls (e.g. beanbags, balloons, sensory balls) for pupils who find tracking difficult.
  • Offer a seated or stationary version of each task; pair with a supportive peer.
  • Use visual cue cards and demonstrate rather than relying only on verbal instructions.

Maximising participation

  • Keep groups small (2-4) so every pupil has many turns.
  • Avoid elimination games; use points or personal bests instead.
  • Rotate roles (thrower, catcher, coach, scorer) so everyone has a purpose.

Assessment opportunities

  • Observe tension and stillness.
  • Peer feedback using star and wish.

Plenary & reflection questions

  • What makes a balance stable?
  • How did you show tension?
  • How did your partner's feedback help?