Lesson 1 - Balancing and Carrying Beanbags
Body Awareness & Creative Move
•Reception
•Fundamental Movement Skills
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How can we make our bodies work like tables and shelves to balance and carry things?
Learning Objectives
- To develop balance and coordination by balancing beanbags on different body parts
- To explore controlled movement whilst carrying objects
- To understand how body positioning affects balance and stability
Key Outcomes
- Students will successfully balance beanbags on various body parts
- Students will demonstrate controlled movement whilst carrying beanbags
- Students will show understanding of balance through practical application
Equipment & Resources Required
Placed in central container for easy distribution
Alternative: Small cushions, soft toys, or rolled-up socks
Arranged in pairs around activity area
Alternative: Carpet squares or marked floor spaces
Set up in obstacle course formation for Activity 3
Alternative: Foam blocks, PE hoops laid flat, small cones
Positioned for clear sound throughout space
Alternative: Smartphone with speaker, CD player
Key Vocabulary
Keeping steady and not falling over
A small bag filled with beans or rice that we use for balancing
Different parts of our body like head, shoulders, arms and legs
Not moving or shaking, staying still and controlled
Making our body do exactly what we want it to do
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of body parts
- Ability to follow simple instructions
- Basic locomotor skills (walking, running)
Current Skills
- Static balance with objects
- Dynamic balance whilst moving
- Controlled movement patterns
Next Steps
- Balancing multiple objects
- Partner coordination activities
- More complex movement patterns
Milestone Indicators
Key Teaching Points
- Always establish static balance before attempting movement - 'balance first, then move'
- Emphasise creating flat, stable surfaces with different body parts for effective balancing
- Normalize dropping beanbags as part of learning - 'try again' attitude is essential
- Focus on slow, controlled movements rather than speed for successful balance maintenance
- Use partners for encouragement and support, building cooperative learning skills
- Connect balance skills to everyday activities children can relate to
- Celebrate effort and improvement rather than perfection or comparison with others
Common Misconceptions
- Children may think they need to grip or hold beanbags with muscles - teach relaxed positioning
- Some believe faster movement makes balancing easier - reinforce slow, controlled practice
- Children may get frustrated when beanbags fall - teach that falling is part of learning
- Some may think only the head can balance things - explore various body parts systematically
- Children might believe balance is only for circus performers - connect to everyday activities
- Some may think balance is natural talent only - emphasise that practice improves everyone's skills
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement breaks, use beanbag as fidget tool during instruction
dyspraxia
- Allow longer practice time for each position, provide hand-over-hand guidance initially, use larger/textured beanbags for better grip awareness
autism spectrum
- Provide clear visual schedule of activities, establish quiet retreat space if overwhelmed, use consistent language patterns
visual impairment
- Use bright coloured beanbags, provide verbal descriptions of all positions, pair with sighted buddy for guidance and support
hearing impairment
- Use clear visual demonstrations, establish simple hand signals for stop/start, provide written visual instruction cards
physical disability
- Adapt positions to work from seated/supported positions, use lighter beanbags, modify obstacle course height and complexity
Cross-Curricular Links
Maths
Counting seconds for balance holds, comparing different body parts, understanding concepts of flat surfaces and angles
Science
Understanding gravity and how it affects balance, learning about body parts and their functions, exploring forces
Language
Following multi-step instructions, using descriptive language about movement and position, communicating with partners
PSHE
Developing self-confidence through achievement, learning persistence and resilience, cooperation and partnership skills
Teacher Guidance
Positioning
Central position during demonstrations, mobile during practice to provide individual support and feedback
Observation Focus
Watch for balance development, cooperation skills, and understanding of concepts through practical application
Intervention Points
Step in when children struggle with positions, when safety is compromised, or when cooperation breaks down
Demonstration Notes
Always demonstrate positions clearly before asking children to attempt, use exaggerated movements for visibility, show both successful technique and common mistakes
Verbal Cues
- •'Make your body part like a flat table!'
- •'Slow and steady wins the race!'
- •'Balance first, then try to move!'
- •'If it falls, just try again!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m indoor space, or outdoor hard surface area of equivalent size
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check beanbags are intact with no loose filling
- •Ensure mats are clean and provide adequate cushioning
- •Verify obstacles are low profile and stable
Risk Management
Key Risks
- •Falls when attempting dynamic balance
- •Collisions during movement activities
- •Strain from inappropriate crab position
Risk Mitigation
- •Establish clear personal space boundaries
- •Progress gradually from static to dynamic balance
- •Demonstrate correct body positions before practice
- •Maintain constant supervision during obstacle course
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during movement phases
- •Stay mobile during partner and individual practice
- •Monitor crab positions for correct technique
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, contact office if serious injury