Lesson 1 - Static Balance Development
Body Control & Movement
•Reception
•Fundamental Movement Skills
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How can we use our muscles and focus to stay balanced like a statue?
Learning Objectives
- To develop static and dynamic balance through varied activities
- To understand how focus and muscle control help with balance
- To work cooperatively and encourage others in balance challenges
Key Outcomes
- Students will demonstrate improved balance in static positions
- Students will show better control when moving along balance equipment
- Students will understand the importance of focus and muscle tension for balance
Equipment & Resources Required
Spread in line with 1 metre gaps for jumping between
Alternative: Hula hoops, mats, or marked spots on floor
Place at stations B and D for balancing activities
Alternative: Small soft toys, bean bags, or juggling balls
Position securely with mats around for safety
Alternative: Low balance beam, painted line on floor
Mark start/end points for walking activities
Alternative: Markers, small hoops, or plastic bottles
Lay parallel on floor 30cm apart for track activity
Alternative: Masking tape lines, ribbon, or rope
Child-sized racket for better grip and control
Alternative: Wooden bat, large spoon, or book
Key Vocabulary
Staying steady and not falling over
Concentrating and looking ahead, not getting distracted
Tightening muscles to help stay strong and steady
Moving carefully and with purpose
Helping someone by holding their hand or encouraging them
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and moving in safe spaces
- Understanding of stop and start commands
- Basic jumping and landing on two feet
Current Skills
- Static balance positions with control
- Walking along raised surfaces
- Balance with objects and equipment
Next Steps
- Dynamic balance whilst moving
- Balance on one foot
- Combining balance with other skills
Milestone Indicators
Key Teaching Points
- Wide arms extended help maintain balance and stability
- Squeezing muscles tight (core engagement) improves balance control
- Looking ahead rather than down helps maintain equilibrium
- Slow, controlled movements are more successful than quick ones
- Partner support and encouragement builds confidence
- Practice and persistence lead to improvement
- Different activities challenge balance in different ways
Common Misconceptions
- Looking down at feet helps with balance (actually makes it harder)
- Moving quickly makes balancing easier (slow and controlled is better)
- Only 'sporty' children can balance well (everyone can improve with practice)
- Balance is just about not falling (it's about control and confidence too)
- You don't need to concentrate to balance (focus is essential for success)
SEN Adaptations
ADHD
- Break instructions into smaller chunks, provide movement breaks, use clear visual boundaries for activities
dyspraxia
- Use larger, more stable equipment, provide additional practice time, break down movements into smaller steps
autism spectrum
- Provide visual schedule of stations, allow longer transition times, offer quiet space if overwhelmed
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of spatial layout, assign confident partner for guidance
hearing impairment
- Use visual demonstrations, clear hand signals for start/stop, ensure face-to-face communication
physical disability
- Offer seated balance challenges, adapt equipment height, allow additional support or modified activities
Cross-Curricular Links
Maths
Counting seconds for balance holds, measuring distances between equipment, understanding spatial concepts like beside, between, along
Science
Understanding how muscles work, forces that affect balance, exploring gravity and stability
PSHE
Building confidence, supporting others, showing resilience when facing challenges, celebrating diversity in abilities
Teacher Guidance
Positioning
Central position to observe all five stations, rotate to provide closer supervision at challenging activities
Observation Focus
Watch for balance technique, confidence levels, and peer interaction quality
Intervention Points
Step in if students struggling with safety, provide additional encouragement for reluctant participants
Demonstration Notes
Always demonstrate each activity with exaggerated movements for clarity, emphasise key technique points, show both correct and incorrect examples
Verbal Cues
- •'Wide arms help you balance!'
- •'Squeeze those muscles tight!'
- •'Eyes looking ahead, not down!'
- •'Slow and steady wins the race!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall minimum 15m x 10m, outdoor playground space suitable if weather permits
Surface Check
Dry, non-slip surface free from obstacles, ensure mats placed around raised equipment
Equipment Safety
Safety Checks
- •Check bench stability and secure positioning
- •Ensure base stations are slip-resistant
- •Verify tennis racket is appropriate size for children
- •Check skipping ropes have no knots or fraying
Risk Management
Key Risks
- •Falls from balance equipment
- •Collisions during movement activities
- •Slipping on equipment or floor surface
Risk Mitigation
- •Mats positioned around all raised equipment
- •Clear boundaries and adequate spacing between stations
- •Controlled group sizes at each station (max 6 students)
- •Partner support available at challenging stations
- •Progressive difficulty with easier options available
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all stations simultaneously
- •Pay particular attention to bench walking station
- •Monitor group transitions for safe movement
- •Ensure partner support is appropriate and helpful
Emergency Procedures
Stop all activities immediately if injury occurs, assess situation, provide appropriate first aid, contact office if needed