Lesson 1 - Balance and Stability Fundamentals
Discovering Balance Through Playful Movement
•Nursery
•Fundamental Movement Skills
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How can we use our bodies to stay balanced like amazing acrobats?
Learning Objectives
- To develop static balance on one leg for increasing durations
- To explore dynamic balance while moving at different speeds
- To understand how arms and eyes help maintain balance
Key Outcomes
- Children will balance on one leg for 5-10 seconds using arm and eye support
- Children will demonstrate heel-toe walking with improved control
- Children will identify body parts that help with balance
Equipment & Resources Required
Scattered around activity area in container
Alternative: Small soft toys, cushions
One in centre, others for team bases
Alternative: Chalk circles, rope circles
Radiating from centre hoop to team positions
Alternative: Chalk lines, existing playground markings
Positioned safely around hall perimeter
Alternative: Balance beams, raised lines
Available for free play exploration
Alternative: Small hoops, chalk marks
Key Vocabulary
Staying steady and not falling over
Looking at one thing to help us stay balanced
Not wobbling or moving when we want to stay still
Being in charge of how our body moves
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running movements
- Understanding of standing still and moving
- Following simple instructions
Current Skills
- Static balance on one leg
- Dynamic balance while walking
- Using arms and eyes for balance support
Next Steps
- Balancing on different body parts
- Balance while catching and throwing
- Creating balance sequences
Milestone Indicators
Key Teaching Points
- Arms extend wide like airplane wings for balance support
- Eyes focus on one fixed point to maintain stability
- Heel-toe walking requires slow, controlled movements
- Balance improves with practice and patience
- Wobbling is normal and part of learning
- Safety comes first - personal space is essential
- Effort and trying are more important than perfection
Common Misconceptions
- Children think looking down at feet helps balance - teach eyes forward on fixed point
- Belief that arms should be by sides - demonstrate wide arm position for stability
- Assumption that faster movement is better - emphasise slow, controlled motion
- Fear that wobbling means failure - celebrate wobbles as part of learning process
- Thinking balance is about strength - explain it's about technique and practice
SEN Adaptations
ADHD
- Shorter activity periods, clear boundaries marked, frequent positive feedback, movement breaks built in
dyspraxia
- Extra practice time, simplified instructions, adult support for coordination, celebrate small improvements
autism spectrum
- Clear visual schedule of activities, quiet zone available, predictable routines, sensory breaks if needed
visual impairment
- Use bright coloured equipment, tactile markers for lines, verbal descriptions of demonstrations, buddy system for guidance
hearing impairment
- Visual demonstrations always provided, hand signals for instructions, written or picture cards for activities
physical disability
- Seated balance variations, modified equipment heights, adapted movements for wheelchair users, focus on achievable challenges
Cross-Curricular Links
Maths
Counting balance time, understanding 'more than/less than' with balance duration, spatial awareness concepts
Science
Understanding gravity and forces, exploring how body parts work together, cause and effect relationships
PSHE
Building confidence and resilience, teamwork and cooperation, celebrating differences in abilities
Teacher Guidance
Positioning
Move around class during activities, central position for demonstrations, eye level with children during reflection
Observation Focus
Watch for use of arms and eyes for balance, note individual progress, observe safety awareness
Intervention Points
Step in if children struggling with confidence, adjust difficulty for individual needs, ensure safety rules followed
Demonstration Notes
Always demonstrate at child's eye level, exaggerate movements for visibility, show mistakes and corrections, use enthusiastic voice
Verbal Cues
- •'Airplane wings out wide!'
- •'Find your special looking spot!'
- •'Heel touches toe, heel touches toe!'
- •'Strong and steady like a statue!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor hall or outdoor playground area
Surface Check
Non-slip, even surface free from hazards and obstacles
Equipment Safety
Safety Checks
- •Bean bags checked for intact seams
- •Lines/tape securely attached to floor
- •Hoops stable and not cracked
- •No trip hazards from equipment
Risk Management
Key Risks
- •Falls during one-leg balance
- •Collisions during movement activities
- •Trips over lines or equipment
- •Overexcitement leading to unsafe movement
Risk Mitigation
- •Adequate personal space for all balance activities
- •Soft surface or mats for balance attempts
- •Clear rules about staying in designated areas
- •Progressive skill building from easy to challenging
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during balance activities
- •Close supervision during free play equipment use
- •Monitor high-activity areas during games
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, comfort child, inform parents if necessary