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Lesson 2 - Balance and Sliding Skills

Balance & Dynamic Control

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Reception

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Fundamental Movement Skills

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45 min

Big Question

How can we stay balanced whilst moving our bodies in different ways?

Learning Objectives

To maintain balance whilst twisting, bending and reaching
To develop sliding skills with control and coordination
To work safely with partners and in groups whilst carrying objects

Key Outcomes

Students will demonstrate improved balance during twisting and bending movements
Students will slide confidently with control and coordination
Students will transfer objects safely whilst maintaining balance

Equipment & Resources Required

Cones

20 (different colours)

Spread around activity area as specified in activities

Alternative: Markers, spots, bean bags

Balls

4 bean bags per group of 3 children

Alternative: Small balls, bean bags, scarves

Tennis Balls

For cone transfer activities

Alternative: Small soft balls, bean bags

Sun Markers

To mark starting positions and object placement

Alternative: Cones, chalk marks on floor

Key Vocabulary

Balance

Keeping steady and not falling over

Sliding

Moving smoothly along the ground with one foot leading

Twisting

Turning your body or part of your body around

Midline

An imaginary line down the middle of your body

Ready position

Standing with knees slightly bent, ready to move

Skill Progression Pathway

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

Prior Learning

Basic static balance on one foot
Simple walking and running movements
Following simple instructions in PE

Current Skills

Dynamic balance whilst bending and twisting
Sliding movements with control
Object manipulation whilst maintaining balance

Next Steps

Complex balance challenges on apparatus
Sliding into other movement patterns
Advanced object manipulation skills

Milestone Indicators

Can balance on one foot for 5+ seconds whilst holding object

Slides smoothly without losing control

Transfers objects across midline fluently

Key Teaching Points

Balance requires controlled movements and concentration
Sliding involves smooth, controlled movements with one foot leading
Using both hands develops coordination and brain connections
Working safely with others requires spatial awareness and consideration
Practice and persistence help improve physical skills

Common Misconceptions

That faster movement means better performance - emphasise control over speed
That balance only involves standing still - show dynamic balance during movement
That only one hand should be used for tasks - encourage bilateral coordination
That mistakes mean failure - celebrate effort and learning from attempts

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use movement breaks between activities

dyspraxia

Use larger equipment for easier handling, provide extra practice time, break down complex movements into smaller steps

autism spectrum

Provide clear structure and routine, use visual schedules, offer quiet space if overwhelmed by group activities

visual impairment

Use bright coloured equipment, provide verbal descriptions of activities, pair with sighted buddy for support

hearing impairment

Use clear visual demonstrations, hand signals for start/stop, written instruction cards with pictures

physical disability

Adapt to seated balance activities, use larger/lighter equipment, modify distances and heights as needed

Cross-Curricular Links

Science

Understanding balance and forces, exploring how body position affects stability, investigating push and pull forces when moving objects

Geography

Understanding spatial concepts like left, right, forwards, backwards, developing awareness of position and direction

PSHE

Working cooperatively with partners, showing resilience when activities are challenging, celebrating others' achievements

Teacher Guidance

Positioning

Move around space to observe all children, position centrally for demonstrations, ensure clear sightlines

Observation Focus

Watch for balance control, safe movement around others, cooperation during partner/team work

Intervention Points

Step in if children struggling with balance, redirect unsafe movement, provide encouragement for effort

Demonstration Notes

Always demonstrate from position where all children can see, use slow, exaggerated movements for clarity, repeat demonstrations as needed

Verbal Cues

•'Bend your knees for better balance!'
•'Slide don't run!'
•'Use the hand closest to the object!'
•'Wait for the high five before you go!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles and with safe surface

Surface Check

Dry, non-slip surface free from debris. Check for any loose equipment or hazards

Equipment Safety

Safety Checks

•Check cones have no sharp edges or cracks
•Ensure bean bags are secure with no loose stitching
•Verify tennis balls are not over-inflated and bounce predictably

Risk Management

Key Risks

•Loss of balance during one-foot activities
•Collisions during team games and relay activities
•Tripping over equipment during movement

Risk Mitigation

•Establish clear boundaries and personal space expectations
•Use progressive skill building from simple to complex
•Ensure adequate rest between high-energy activities
•Position equipment safely with clear pathways

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during partner work
•Monitor closely during balance challenges
•Watch for fatigue that could affect coordination

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, seek additional support if needed