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Lesson 3 - Balancing and Body Awareness

Body Control Skills

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Reception

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Gymnastics

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40 min

Big Question

How can we use different body parts to create strong, still balances?

Learning Objectives

To develop balancing skills using different body parts as bases of support
To understand how muscle tension helps create stable balances
To explore weight-bearing on various body parts safely and confidently

Key Outcomes

Students will demonstrate balances on 1-4 different body parts
Students will hold balances still for 5 seconds using muscle tension
Students will move confidently between balances with control

Equipment & Resources Required

Balls

1 per student (30)

Keep in central basket, distribute when needed

Alternative: Small soft toys, bean-filled socks, small cushions

Cones

1 per student (30)

Scattered around space for personal areas

Alternative: Spots, markers, small hoops

Key Vocabulary

Balance

Staying still and steady without falling over

Base of support

The body parts touching the ground that help you balance

Muscle tension

Squeezing muscles to make your body strong and still

Weight-bearing

Using body parts to support your body weight

Freeze

Stop moving completely and hold very still like a statue

Skill Progression Pathway

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

Prior Learning

Can stand and walk with basic coordination
Can follow simple movement instructions
Can recognise basic body parts

Current Skills

Balancing on different numbers of body parts
Using muscle tension to maintain stability
Exploring weight distribution and control

Next Steps

Linking balances with travelling movements
Creating sequences of balances
Using apparatus for elevated balancing

Milestone Indicators

Holds one-foot balance for 5+ seconds consistently

Can balance beanbag on body while moving

Shows muscle tension and determination in balances

Key Teaching Points

Squeeze muscles tight to maintain balance and stillness
Fewer body parts touching ground makes balancing harder
Hold balances for 5 seconds to show real control
Bigger body parts provide more stable base for balancing
Control and stillness more important than fancy positions
Encourage determination when challenges are difficult
Safety through proper spacing and gradual progression

Common Misconceptions

Balancing is just about not falling - correct by emphasising stillness and control
Fast movements show skill - correct by demonstrating slow, controlled movements
Only feet can be used for balancing - correct by exploring different body parts
Balances should be held as long as possible - correct with specific 5-second target
Wobbling is okay as long as you don't fall - correct by emphasising statue-like stillness

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries marked, regular movement breaks, immediate positive feedback

dyspraxia

Simplified balance sequences, extra demonstration time, allow longer to process instructions

autism spectrum

Clear visual sequence cards, predictable routine structure, quiet zone available if overwhelmed

visual impairment

Use tactile cues for balance positions, verbal descriptions of demonstrations, buddy support system

hearing impairment

Clear visual demonstrations, use of visual timers for 5-second holds, hand signals for instructions

physical disability

Adapted balance challenges using available body parts, seated versions where appropriate, modified hold times

Cross-Curricular Links

Maths

Counting to 5 for balance holds, comparing more/less body parts, measuring time

Science

Understanding forces and stability, exploring how muscles work, gravity effects

PSHE

Building determination and resilience, encouraging others, celebrating effort over outcome

Teacher Guidance

Positioning

Central position during demonstrations, move around perimeter during practice

Observation Focus

Watch for muscle tension, balance duration, safe movement transitions

Intervention Points

Step in if children struggling with basic balances or safety concerns

Demonstration Notes

Always demonstrate balances clearly, emphasise the stillness and control, show both easier and harder versions

Verbal Cues

•'Squeeze those muscles tight!'
•'Count with me - 1, 2, 3, 4, 5!'
•'Show me your statue stillness!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 15m x 10m, suitable for floor work

Surface Check

Clean, dry, non-slip surface essential for safe balancing

Equipment Safety

Safety Checks

•Check beanbags for tears or loose filling
•Ensure cones have no sharp edges or cracks
•Position equipment away from walls

Risk Management

Key Risks

•Falls during balancing attempts
•Collisions during movement phases
•Strain from holding difficult positions

Risk Mitigation

•Adequate spacing between children (2m minimum)
•Progress from easier to harder balances gradually
•Emphasise control over speed in all movements
•Monitor for fatigue and provide rest as needed

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during balance attempts
•Move around space during beanbag activities
•Give immediate feedback on unsafe positions

Emergency Procedures

Stop activity immediately for any falls, assess before continuing, basic first aid available