🎓

Lesson 5 - Balance Lifting & Carrying

Discovering Balance Through Playful Movement

•

Nursery

•

Fundamental Movement Skills

•

45 min

Big Question

How can we stay balanced when we pick things up and move them around?

Learning Objectives

To maintain balance whilst lifting and carrying objects
To pick up objects whilst balancing on one leg
To work cooperatively with partners and share resources

Key Outcomes

Students will demonstrate controlled balance during lifting and carrying tasks
Students will show improved single-leg balance when retrieving objects
Students will work safely and cooperatively with partners

Equipment & Resources Required

Balls

30 (1 per child)

Scattered around central area for collection games

Alternative: Soft toys, small cushions, tennis balls

Hoops

6-8

Placed strategically around activity area

Alternative: Floor spots, chalk circles, carpet squares

Rope

6 (for tightrope walking)

Parallel lines 2 metres long, 1 metre apart

Alternative: Chalk lines, tape on floor, rope laid flat

Large Central Hoop

Central collection point for bean bags

Alternative: Large circle drawn on floor, mat

Key Vocabulary

Balance

Staying steady and not falling over

Lifting

Picking something up from the ground

Carrying

Moving while holding an object

Focus

Looking carefully at something to help you balance

Skill Progression Pathway

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

Prior Learning

Basic static balance on two feet
Simple travelling movements
Following basic instructions

Current Skills

Dynamic balance during lifting and carrying
Single-leg balance coordination
Spatial awareness while moving

Next Steps

Complex balance sequences
Multi-directional balance challenges
Advanced object manipulation

Milestone Indicators

Maintains balance for 3+ seconds when lifting

Can pick up objects without falling

Shows controlled movement patterns

Key Teaching Points

Always demonstrate proper lifting technique with bent knees before children attempt
Emphasise that arms extended help with balance in all activities
Encourage taking time rather than rushing - balance requires patience
Use positive reinforcement for attempts, not just successful completion
Constantly reinforce safety rules during single-leg balance challenges
Model good partner cooperation and communication throughout
Create inclusive environment where all ability levels feel successful

Common Misconceptions

Children think they must complete challenges perfectly - emphasise that trying and improving is the goal
Belief that moving faster makes balance easier - teach that slower, controlled movement improves balance
Assumption that looking down helps with balance - teach to look forward and use peripheral vision
Thinking that stiff bodies balance better - demonstrate that relaxed, flexible bodies balance more effectively
Misconception that single-leg balance is just about strength - explain the role of focus and body position

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear and consistent boundaries

dyspraxia

Use larger equipment, simplify movement patterns, provide extra demonstration and practice time

autism spectrum

Provide clear visual schedule of activities, allow processing time for instructions, create quiet space if needed

visual impairment

Use brightly coloured bean bags, provide verbal descriptions of spatial layout, buddy system for guidance

hearing impairment

Use visual demonstrations, hand signals for instructions, ensure child can see teacher clearly

physical disability

Adapt to seated position for upper body balance, use larger/easier to grasp objects, modify distances

Cross-Curricular Links

Maths

Counting bean bags in teams, measuring distances during line walking, understanding concepts of balance and weight

Science

Understanding forces and gravity in balance, body systems during exercise, cause and effect in movement

Communication

Following instructions, partner communication, describing what helps with balance

Personal Development

Turn-taking, cooperation, resilience when activities are challenging, self-assessment and reflection

Teacher Guidance

Positioning

Move around perimeter to observe all children, position close to challenging activities like single-leg balance

Observation Focus

Watch for correct lifting technique, balance control, and partner cooperation

Intervention Points

Step in when children struggle with balance, demonstrate technique, provide individual support

Demonstration Notes

Always demonstrate movements slowly and clearly, exaggerate good technique, show common mistakes and corrections

Verbal Cues

•'Bend those knees like sitting in a chair!'
•'Arms out wide like an airplane!'
•'Eyes on your target!'
•'Take your time, balance is more important than speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 15m x 20m, clear of obstacles

Surface Check

Even, non-slip surface free from trip hazards and wet areas

Equipment Safety

Safety Checks

•Check bean bags are intact with no loose filling
•Ensure hoops have no sharp edges or cracks
•Verify lines/ropes are secure and flat on ground

Risk Management

Key Risks

•Falls during balance activities
•Collisions during movement games
•Trips over equipment on floor

Risk Mitigation

•Establish clear boundaries and movement rules
•Ensure adequate spacing during individual work
•Progress gradually from simple to complex balance challenges
•Constant supervision during single-leg balance attempts

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during partner work
•Stay close during tightrope walking activities
•Monitor single-leg balance attempts closely for falls

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, contact school nurse if required