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Lesson 1 - Balance and Stability

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 our body help us stay balanced when we move in different ways?

Learning Objectives

To develop balance and stability whilst moving in different ways
To understand how arms and eyes help with balance
To follow instructions and work cooperatively with others

Key Outcomes

Students will demonstrate improved balance when moving and stopping
Students will use arms and visual focus to maintain stability
Students will work safely with equipment and partners

Equipment & Resources Required

Balls

1 per child (30)

Place in container at edge of activity area

Alternative: Soft balls, scarves, or small toys

Hoops

1 per child (30)

Stack at side of hall for easy distribution

Alternative: Chalk circles or carpet squares

Lines

15 lines (2m each)

Lay parallel lines 2m apart across activity area

Alternative: Rope, chalk lines, or balance beams

Cones

30 markers

Arranged in groups of 3, spaced 5m apart

Alternative: Bean bags or small objects as markers

Key Vocabulary

Balance

Staying steady and not falling over

Stability

Being firm and steady in position

Focus

Looking carefully at one thing to help balance

Twist

Turning your body while keeping feet still

Base of support

The parts of your body touching the ground

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills like walking and running
Understanding of personal space
Ability to follow simple instructions

Current Skills

Static and dynamic balance
Twisting and bending movements
Using arms and eyes for balance

Next Steps

Balancing on different body parts
Partner balancing activities
Simple gymnastic shapes and balances

Milestone Indicators

Can balance on one foot for 5 seconds

Maintains balance when reaching or bending

Uses arms automatically for balance

Key Teaching Points

Arms extended horizontally provide counterbalance and stability
Visual focus on a fixed point improves balance control
Slow, controlled movements are more successful than fast ones
Wide base of support (feet apart) increases stability
Core muscles help maintain upright posture during balance challenges
Practice and repetition improve balance confidence and skill
Safe falling techniques protect from injury during balance attempts

Common Misconceptions

Children often look down at their feet instead of forward - teach them to focus eyes ahead
Many children think faster movement is better - emphasise control over speed
Some children keep arms by their sides - demonstrate and practice arm extension
Children may think balance is just about standing still - show dynamic balance examples
Some children fear falling - build confidence through supported practice and safe environments

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, offer specific roles and responsibilities

dyspraxia

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

autism spectrum

Provide clear routine structure, offer quiet space for breaks if needed, use visual schedule of activities

visual impairment

Use brightly coloured equipment, provide clear verbal descriptions of spatial layout, offer tactile exploration of equipment before use

hearing impairment

Use clear visual demonstrations, simple hand signals for commands, ensure visual contact before giving instructions

physical disability

Provide seated balance challenges, use larger/lighter equipment as needed, adapt movements to individual capabilities

Cross-Curricular Links

Maths

Counting movements and repetitions, understanding spatial concepts like forwards/backwards, measuring distances between markers

Science

Understanding how our body systems work together for balance, learning about forces and stability, exploring cause and effect in movement

Geography

Using directional language, understanding spatial relationships, following routes and pathways

PSHE

Building confidence and self-esteem, developing cooperation and teamwork skills, learning to support and encourage others

Teacher Guidance

Positioning

Move around the space continuously to observe all children, position centrally during demonstrations

Observation Focus

Watch for balance strategies being used, monitor safety during challenging activities, note individual progress

Intervention Points

Step in if children struggling with basic balance, provide support during partner disagreements, assist with equipment management

Demonstration Notes

Use clear, exaggerated movements for visibility, demonstrate alongside children when possible, highlight good examples from the class

Verbal Cues

•'Arms out like an aeroplane!'
•'Eyes looking forward!'
•'Soft, quiet movements!'
•'Help your partner succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, suitable for movement activities

Surface Check

Non-slip surface essential, dry and clean, level flooring

Equipment Safety

Safety Checks

•Bean bags checked for secure seams and appropriate filling
•Hoops inspected for cracks or sharp edges
•Lines/tape securely attached to floor
•All equipment age-appropriate size

Risk Management

Key Risks

•Falls during balance challenges
•Collisions during movement activities
•Slips on equipment left on floor
•Over-reaching and losing balance

Risk Mitigation

•Clear boundaries and adequate spacing established
•Progressive skill building from simple to complex
•Constant supervision during eyes-closed activities
•Equipment positioned away from movement paths

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all children
•Move around during partner work to monitor safety
•Be especially vigilant during tightrope walking
•Close supervision for any child struggling with balance

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, assess any falls calmly, apply first aid if needed, comfort and reassure children