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Lesson 1 - Developing Balancing Skills

Foundation Movement Skills and Body Awareness

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Reception

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Fundamental Movement Skills

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40 min

Big Question

How can I use my body to stay balanced and move safely through space?

Learning Objectives

To develop static and dynamic balancing skills
To negotiate space safely whilst maintaining balance
To understand how body position affects balance

Key Outcomes

Students will demonstrate improved balance on one foot for 3-5 seconds
Students will move through obstacle courses whilst maintaining balance
Students will identify key factors that help maintain balance

Equipment & Resources Required

Balls

30 (1 per student)

Placed in container at edge of teaching area

Alternative: Cones, quoits, or small soft toys

Hoops

Distributed around teaching area for obstacle course

Alternative: Chalk circles drawn on floor

Hurdles

Set at lowest height for Reception students

Alternative: Skipping ropes stretched between cones

Ropes

Laid out straight on floor as balance beams

Alternative: Masking tape lines on floor

Cones

For taggers to carry and marking boundaries

Alternative: Any small markers

Quoits

Alternative to beanbags for students needing easier option

Alternative: Paper plates or frisbees

Key Vocabulary

Balance

Staying steady and not falling over

Safe space

An area where you won't bump into others or objects

Squeeze muscles

Tightening muscles to help stay still and strong

Focus point

Something still to look at to help balance

Star shape

Standing with arms and legs spread wide apart

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic walking and running movements
Understanding of personal space
Simple stopping and starting actions

Current Skills

Static balance on one foot
Dynamic balance whilst moving
Balance with objects on body parts
Safe negotiation of space

Next Steps

Balance on different body parts
Balance at different levels (high/low)
Balance whilst manipulating objects
Partner balancing activities

Milestone Indicators

Can balance on one foot for 3+ seconds

Moves confidently with good spatial awareness

Shows understanding of balance principles

Demonstrates honesty in game situations

Key Teaching Points

Always emphasise the three key balance factors: squeeze muscles, arms out wide, look at something still
Use child-friendly analogies (robot muscles, aeroplane arms, star shapes) to make concepts memorable
Progress from static balance to dynamic balance with objects systematically
Celebrate effort and improvement rather than just achievement
Connect balance skills to everyday activities to encourage practice at home
Emphasise honesty and fair play as fundamental values in PE
Ensure safety through clear boundaries and controlled movement speeds

Common Misconceptions

That looking down at feet helps with balance (correct: look ahead at still object)
That going faster makes balance easier (correct: slower, controlled movement is better)
That only some people can balance well (correct: everyone can improve with practice)
That arms don't matter for balance (correct: arms are crucial for stability)
That balance is only about standing still (correct: dynamic balance while moving is equally important)

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use engaging equipment and frequent activity changes

dyspraxia

Start with simpler balance challenges, provide additional demonstration time, allow longer to process instructions

autism spectrum

Provide visual schedule of lesson activities, allow practice time before group activities, offer quiet space if overwhelmed

visual impairment

Use tactile markers for boundaries, provide verbal descriptions of equipment placement, pair with sighted buddy for movement activities

hearing impairment

Use visual demonstrations and clear hand signals, ensure good visual positioning for lip reading, provide written instruction cards

physical disability

Adapt balance activities for seated position, use larger/different equipment for easier handling, modify obstacle course for wheelchair access

Cross-Curricular Links

Maths

Counting during balance holds, understanding of time (seconds), spatial concepts (forwards, backwards, sideways)

Science

Understanding of gravity and balance, body parts and their functions, cause and effect in movement

PSHE

Honesty and fair play, helping others, perseverance, following rules, celebrating others' achievements

Teacher Guidance

Positioning

Move around the outside of the activity area to observe all students, position near students attempting challenging activities

Observation Focus

Watch for correct use of balance techniques, spatial awareness, honesty in games, and signs of fatigue or frustration

Intervention Points

Step in if students are unsafe, provide individual support for struggling students, redirect students who are not following instructions

Demonstration Notes

Demonstrate: Always model perfect technique, exaggerate key points for visibility, show common mistakes and corrections, use child-friendly analogies (robot, aeroplane, star)

Verbal Cues

•'Arms out like an aeroplane!'
•'Look at something still!'
•'Squeeze those muscles!'
•'Slow and steady!'
•'Find your safe space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground area, minimum 15m x 20m

Surface Check

Dry, even surface free from obstacles, non-slip if possible

Equipment Safety

Safety Checks

•Check beanbags for splits or holes before use
•Ensure hoops are not cracked or damaged
•Mini hurdles set at appropriate height for Reception students
•Skipping ropes laid flat to prevent trips

Risk Management

Key Risks

•Falls during balance attempts
•Collisions during movement activities
•Trips over equipment
•Overexertion during challenging activities

Risk Mitigation

•Clear boundaries and adequate spacing established
•Progressive skill building from simple to complex
•Constant supervision during eyes-closed activities
•Equipment positioned to avoid trip hazards

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during balance attempts
•Monitor closely during backwards walking
•Watch for fatigue during extended balance holds
•Ensure taggers maintain walking pace in games

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students remain safe and calm