Lesson 3 - Balancing and Body Awareness
Body Control Skills
•Reception
•Gymnastics
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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
Keep in central basket, distribute when needed
Alternative: Small soft toys, bean-filled socks, small cushions
Scattered around space for personal areas
Alternative: Spots, markers, small hoops
Key Vocabulary
Staying still and steady without falling over
The body parts touching the ground that help you balance
Squeezing muscles to make your body strong and still
Using body parts to support your body weight
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
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