Lesson 1 - Balance and Stability
Balance & Dynamic Control
•Reception
•Fundamental Movement Skills
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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
Place in container at edge of activity area
Alternative: Soft balls, scarves, or small toys
Stack at side of hall for easy distribution
Alternative: Chalk circles or carpet squares
Lay parallel lines 2m apart across activity area
Alternative: Rope, chalk lines, or balance beams
Arranged in groups of 3, spaced 5m apart
Alternative: Bean bags or small objects as markers
Key Vocabulary
Staying steady and not falling over
Being firm and steady in position
Looking carefully at one thing to help balance
Turning your body while keeping feet still
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
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