Lesson 2 - Balance and Body Awareness
Discovering Balance Through Playful Movement
•Nursery
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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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
Distribute around activity area perimeter
Alternative: Small balls, soft toys
Pre-arranged in sitting game formation - centre cone plus left/right colours
Alternative: Coloured markers, laminated shapes
Placed at group activity stations
Alternative: Medium playground balls, light basketballs
Positioned for clear audio across whole space
Alternative: Teacher singing/clapping rhythm
Key Vocabulary
Staying steady and not falling over
Turning your top half whilst keeping your bottom half still
Stretching your arms or body to touch something
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
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