Lesson 4 - Balance & Movement Challenges
Motor Skills & Spatial Confidence
•Reception
•Fundamental Movement Skills
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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
Place to create pond boundaries
Alternative: Blue spots or markers
Arrange as lily pads across pond area
Alternative: Chalk circles on playground
Place as rocks between hoops
Alternative: Paper plates or chalk marks
Position for two-foot jumping zones
Alternative: Towels or carpet squares
Scattered as 'bugs' to collect
Alternative: Soft toys or balls
Tie large knot at one end
Alternative: Shoelaces or string
Pre-cut to uniform size
Alternative: Pasta tubes or cut pool noodles
Check for cracks or sharp edges
Alternative: Large serving spoons
Use as 'eggs' for spoon activity
Alternative: Tennis balls or soft foam balls
Ensure safe size (no choking hazard)
Alternative: Large beads or curtain rings
Key Vocabulary
Keeping your body steady and upright without falling over
Moving your body and objects carefully and purposefully
Stop moving completely and hold a position
Putting one object through another in a careful way
A pathway with different challenges to move through
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
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