🎓

Lesson 1 - Balance and Stability Fundamentals

Discovering Balance Through Playful Movement

•

Nursery

•

Fundamental Movement Skills

•

45 min

Big Question

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

Balls

1 per child (30)

Scattered around activity area in container

Alternative: Small soft toys, cushions

Hoops

8 large hoops

One in centre, others for team bases

Alternative: Chalk circles, rope circles

Lines

8 strips, 3m each

Radiating from centre hoop to team positions

Alternative: Chalk lines, existing playground markings

Benches

2-3 benches

Positioned safely around hall perimeter

Alternative: Balance beams, raised lines

Sun Markers

20 floor spots

Available for free play exploration

Alternative: Small hoops, chalk marks

Key Vocabulary

Balance

Staying steady and not falling over

Focus

Looking at one thing to help us stay balanced

Steady

Not wobbling or moving when we want to stay still

Control

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

Arms extend naturally for balance

Eyes focus on fixed point during balance

Can maintain balance while distracted

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