Lesson 5 - Balance Lifting & Carrying
Discovering Balance Through Playful Movement
•Nursery
•Fundamental Movement Skills
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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
Scattered around central area for collection games
Alternative: Soft toys, small cushions, tennis balls
Placed strategically around activity area
Alternative: Floor spots, chalk circles, carpet squares
Parallel lines 2 metres long, 1 metre apart
Alternative: Chalk lines, tape on floor, rope laid flat
Central collection point for bean bags
Alternative: Large circle drawn on floor, mat
Key Vocabulary
Staying steady and not falling over
Picking something up from the ground
Moving while holding an object
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
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