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Lesson 1 - Balancing and Carrying Beanbags

Body Awareness & Creative Move

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Reception

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Fundamental Movement Skills

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1h 1min

Big Question

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

Balls

1 per student (30)

Placed in central container for easy distribution

Alternative: Small cushions, soft toys, or rolled-up socks

Mats

15 (1 per pair)

Arranged in pairs around activity area

Alternative: Carpet squares or marked floor spaces

Low Obstacles

6-8 pieces

Set up in obstacle course formation for Activity 3

Alternative: Foam blocks, PE hoops laid flat, small cones

Music Player

Positioned for clear sound throughout space

Alternative: Smartphone with speaker, CD player

Key Vocabulary

Balance

Keeping steady and not falling over

Beanbag

A small bag filled with beans or rice that we use for balancing

Body parts

Different parts of our body like head, shoulders, arms and legs

Steady

Not moving or shaking, staying still and controlled

Control

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

Can balance beanbag for 5+ seconds

Maintains control during movement

Shows understanding of balance principles

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