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Lesson 2 - Balance and Body Awareness

Discovering Balance Through Playful Movement

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Nursery

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Fundamental Movement Skills

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45 min

Big Question

How can we use our bodies to stay balanced whilst moving and reaching?

Learning Objectives

To develop balance and stability whilst moving in different ways
To understand how body position helps maintain balance
To practice responding quickly to instructions whilst maintaining control

Key Outcomes

Students will be able to balance on one leg for 3+ seconds
Students will understand how eyes and arms help with balance
Students will demonstrate twisting and reaching movements safely

Equipment & Resources Required

Balls

15 (1 per pair plus spares)

Distribute around activity area perimeter

Alternative: Small balls, soft toys

Cones

90 (3 per child - 1 centre, 2 side colours)

Pre-arranged in sitting game formation - centre cone plus left/right colours

Alternative: Coloured markers, laminated shapes

Large Balls

6 (1 per group of 5)

Placed at group activity stations

Alternative: Medium playground balls, light basketballs

Music Player

Positioned for clear audio across whole space

Alternative: Teacher singing/clapping rhythm

Key Vocabulary

Balance

Staying steady and not falling over

Twist

Turning your top half whilst keeping your bottom half still

Reach

Stretching your arms or body to touch something

Focus

Looking carefully at one thing to help balance

Skill Progression Pathway

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

Prior Learning

Basic movement patterns (walking, running)
Following simple instructions
Awareness of personal space

Current Skills

Static balance on one leg
Dynamic balance whilst moving
Twisting and reaching movements
Quick response to instructions

Next Steps

Balance on different body parts
Balance whilst manipulating objects
Coordinated movements with a partner

Milestone Indicators

Maintains balance for increasing duration

Uses arms effectively for balance

Shows control during twisting movements

Responds appropriately to visual/auditory cues

Key Teaching Points

Eyes focused on fixed point help maintain balance
Arms extended out to sides provide stability
Opposite hand to standing foot creates better balance
Twist means upper body moves while lower body stays still
Gentle movements are more controlled than quick ones
Practice and persistence improve balance skills
Working together makes activities more successful

Common Misconceptions

Looking down helps balance (should look ahead at fixed point)
Faster movements are better (controlled movements are safer)
Only strong people can balance well (technique matters more than strength)
Twist and turn are the same thing (twist is upper body only)
Eyes don't matter for balance (vision is crucial for stability)

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, frequent positive feedback

dyspraxia

Simplified movements initially, extra practice time, larger equipment for easier handling

autism spectrum

Clear routines, visual schedule of activities, quiet rest area available

visual impairment

Use bright coloured equipment, provide verbal descriptions of activities, buddy support system

hearing impairment

Use visual demonstrations, hand signals, written instruction cards

physical disability

Seated balance activities, modified equipment, adapted distances and heights

Cross-Curricular Links

English

Following instructions, new vocabulary, describing movements

Maths

Counting balance holds, left/right directions, spatial awareness concepts

Science

Understanding how balance works, gravity, body systems

PSHE

Cooperation, turn-taking, managing disappointment, celebrating success

Teacher Guidance

Positioning

Move around the space to observe all students, position centrally for demonstrations

Observation Focus

Watch for balance progression, safe technique, and cooperative behaviour

Intervention Points

Step in when students struggling with balance or safety, provide encouragement

Demonstration Notes

Always demonstrate new skills clearly, use another adult or confident child as partner, exaggerate movements for visibility

Verbal Cues

•'Arms out like an aeroplane!'
•'Focus your eyes on one spot!'
•'Gentle movements!'
•'Keep trying!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for 30 students with movement activities

Surface Check

Non-slip surface essential for balance activities, check for wet or uneven areas

Equipment Safety

Safety Checks

•Bean bags checked for secure stitching
•Cones with no sharp edges or cracks
•Balls appropriately inflated and undamaged

Risk Management

Key Risks

•Falls during balance attempts
•Collisions during movement activities
•Equipment trips or slips

Risk Mitigation

•Clear boundaries and personal space established
•Progressive skill building from simple to complex
•Adequate spacing for safe movement
•Gentle contact only during partner work

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during balance attempts
•Monitor partner work for appropriate contact
•Watch for fatigue during longer balance holds

Emergency Procedures

Stop activity immediately if injury occurs, assess need for first aid, comfort distressed students