Lesson 2 - Balance and Sliding Skills
Balance & Dynamic Control
•Reception
•Fundamental Movement Skills
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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
Spread around activity area as specified in activities
Alternative: Markers, spots, bean bags
4 bean bags per group of 3 children
Alternative: Small balls, bean bags, scarves
For cone transfer activities
Alternative: Small soft balls, bean bags
To mark starting positions and object placement
Alternative: Cones, chalk marks on floor
Key Vocabulary
Keeping steady and not falling over
Moving smoothly along the ground with one foot leading
Turning your body or part of your body around
An imaginary line down the middle of your body
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
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