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Lesson 4 - Balance & Movement Challenges

Motor Skills & Spatial Confidence

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Reception

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Fundamental Movement Skills

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45 min

Big Question

How can we use our whole body to help us balance and move with control?

Learning Objectives

To develop single-leg balance skills through static and dynamic activities
To navigate obstacle courses with increasing control and coordination
To demonstrate fine motor control through threading and carrying activities

Key Outcomes

Students will be able to balance on one leg for at least 3 seconds
Students will move through obstacle courses showing spatial awareness and control
Students will demonstrate improved object manipulation and threading skills

Equipment & Resources Required

Cones

8-10

Place to create pond boundaries

Alternative: Blue spots or markers

Hoops

15-20 various sizes

Arrange as lily pads across pond area

Alternative: Chalk circles on playground

Sun Markers

10-15

Place as rocks between hoops

Alternative: Paper plates or chalk marks

Mats

6-8

Position for two-foot jumping zones

Alternative: Towels or carpet squares

Balls

30-40

Scattered as 'bugs' to collect

Alternative: Soft toys or balls

Thread

15 pieces (1m each)

Tie large knot at one end

Alternative: Shoelaces or string

Straws

200 pieces (6cm cut)

Pre-cut to uniform size

Alternative: Pasta tubes or cut pool noodles

Plastic Cones

Check for cracks or sharp edges

Alternative: Large serving spoons

Game Balls

Use as 'eggs' for spoon activity

Alternative: Tennis balls or soft foam balls

Bolts

100 pieces

Ensure safe size (no choking hazard)

Alternative: Large beads or curtain rings

Key Vocabulary

Balance

Keeping your body steady and upright without falling over

Control

Moving your body and objects carefully and purposefully

Freeze

Stop moving completely and hold a position

Threading

Putting one object through another in a careful way

Obstacle course

A pathway with different challenges to move through

Spatial awareness

Knowing where your body is in space and avoiding collisions

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, running, hopping)
Simple object manipulation skills
Following simple instructions and safety rules

Current Skills

Single-leg static and dynamic balance
Obstacle navigation with control
Fine motor precision through threading activities

Next Steps

Multi-directional balance challenges
Complex coordination sequences
Advanced fine motor manipulation skills

Milestone Indicators

Maintains balance during freeze positions

Shows controlled movement through varied terrain

Demonstrates bilateral coordination in fine motor tasks

Key Teaching Points

Balance requires using whole body - arms, core, and focused attention
Control comes from moving slowly and purposefully, not rushing
Threading activities develop hand-eye coordination essential for writing
Cooperation means taking turns and supporting your partner
Different pathways require different strategies and skill levels
Self-assessment helps us understand our own learning
Practice and persistence lead to improvement in all skills

Common Misconceptions

Balance is only about standing still - correct by showing dynamic balance
Faster is better in fine motor tasks - emphasise control over speed
Dropping things means you're not good at it - reframe as learning opportunities
Balance only involves legs - demonstrate how arms and core help
Threading is just about getting it through - focus on technique and control

SEN Adaptations

ADHD

Frequent activity changes, clear start/stop signals, movement breaks between fine motor work, specific focus tasks

dyspraxia

Larger threading materials, simplified movement patterns, extra practice time, step-by-step verbal prompts

autism spectrum

Clear visual schedule of activities, defined personal spaces, predictable routine with advance warning of changes

visual impairment

Use bright coloured equipment, provide verbal descriptions of layout, buddy system for navigation, tactile markers for boundaries

hearing impairment

Clear visual demonstrations, hand signals for commands, written instruction cards, visual cues for activity changes

physical disability

Seated threading activities, modified balance challenges using chairs/walls for support, adapted equipment sizes

Cross-Curricular Links

English

Following instructions, new vocabulary development, describing movements and techniques

Maths

Counting threading items, measuring distances, time awareness during rotations, spatial concepts (across, through, around)

Science

Body parts and their functions, balance and gravity, materials and their properties, cause and effect in movement

PSHE

Cooperation and turn-taking, persistence through challenges, celebrating effort and achievement, self-assessment skills

Teacher Guidance

Positioning

Move between stations during fine motor work, central position during whole-group activities for maximum visibility

Observation Focus

Balance control progression, fine motor skill development, cooperation and communication during partner work

Intervention Points

Support threading technique when students struggle, provide balance assistance as needed, facilitate partner cooperation

Demonstration Notes

Always demonstrate threading technique clearly, show balance positions with exaggerated stability, model cooperation and turn-taking

Verbal Cues

•'Arms out like an airplane for balance!'
•'Slow and steady keeps control!'
•'Use your bird beak fingers for threading!'
•'Look ahead, not down!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m clear space for movement activities, additional smaller areas for fine motor stations

Surface Check

Non-slip surface for balance activities, clear of water or debris

Equipment Safety

Safety Checks

•Check hoops are flat and not cracked
•Ensure spots are non-slip and secure
•Verify threading materials have no sharp edges
•Confirm bolts/beads are safe size (no choking hazard)

Risk Management

Key Risks

•Falls during balance activities
•Collisions during movement
•Small parts potential choking hazard
•Fatigue from sustained fine motor work

Risk Mitigation

•Clear boundaries and adequate spacing
•Progressive skill building from simple to complex
•Constant supervision during fine motor activities
•Regular breaks and activity rotation

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three stations
•Monitor balance activities for safety
•Check threading materials handling
•Watch for fatigue signs during sustained activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or comfort, notify appropriate personnel