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Lesson 1 - Static Balance Development

Body Control & Movement

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Reception

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Fundamental Movement Skills

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40 min

Big Question

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

Base Stations

Spread in line with 1 metre gaps for jumping between

Alternative: Hula hoops, mats, or marked spots on floor

Balls

Place at stations B and D for balancing activities

Alternative: Small soft toys, bean bags, or juggling balls

Benches

Position securely with mats around for safety

Alternative: Low balance beam, painted line on floor

Cones

Mark start/end points for walking activities

Alternative: Markers, small hoops, or plastic bottles

Ropes

Lay parallel on floor 30cm apart for track activity

Alternative: Masking tape lines, ribbon, or rope

Tennis Rackets

Child-sized racket for better grip and control

Alternative: Wooden bat, large spoon, or book

Key Vocabulary

Balance

Staying steady and not falling over

Focus

Concentrating and looking ahead, not getting distracted

Squeeze muscles

Tightening muscles to help stay strong and steady

Control

Moving carefully and with purpose

Support

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

Can maintain balance position for 5+ seconds

Shows controlled movement on balance equipment

Demonstrates understanding of muscle tension for balance

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