Lesson 1 - Developing Balancing Skills
Foundation Movement Skills and Body Awareness
•Reception
•Fundamental Movement Skills
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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
Placed in container at edge of teaching area
Alternative: Cones, quoits, or small soft toys
Distributed around teaching area for obstacle course
Alternative: Chalk circles drawn on floor
Set at lowest height for Reception students
Alternative: Skipping ropes stretched between cones
Laid out straight on floor as balance beams
Alternative: Masking tape lines on floor
For taggers to carry and marking boundaries
Alternative: Any small markers
Alternative to beanbags for students needing easier option
Alternative: Paper plates or frisbees
Key Vocabulary
Staying steady and not falling over
An area where you won't bump into others or objects
Tightening muscles to help stay still and strong
Something still to look at to help balance
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
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