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Lesson 2 - Balancing and Apparatus Work

Safe Movement Exploration

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Reception

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Gymnastics

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40 min

Big Question

How can we use our muscles and concentration to stay balanced when moving on different apparatus?

Learning Objectives

To develop balancing skills whilst moving safely on apparatus
To show good control and coordination in movements
To demonstrate stillness and muscle control when holding balances

Key Outcomes

Students will confidently balance on different body parts for 5 seconds
Students will travel safely along various apparatus maintaining control
Students will demonstrate improved coordination and stability

Equipment & Resources Required

Base Stations

Place one at each balancing station as stopping points

Alternative: Cones, spots, or laminated cards

Balls

30 (1 per student)

Ready in container for extension activity

Alternative: Small balls, teddy bears, or quoits

Benches

4-6

Some flat, some upturned, some at angles

Alternative: Balance beams, planks on blocks

Mats

6-8

Place under and around apparatus for safety

Alternative: Carpet squares, towels

Hoops

15-20

Lay flat as stepping stones across floor

Alternative: Chalk circles, rope circles

Ropes

6-8

Lay straight on floor as balance lines

Alternative: Chalk lines, masking tape

Tables

2-3

Set at lowest height with mats underneath

Alternative: Sturdy boxes, low platforms

Quoits

30 (alternative to beanbags)

Easier to balance than beanbags for support group

Alternative: Flat discs, paper plates

Key Vocabulary

Balance

Staying still and steady without falling over

Squeeze

Tighten your muscles to help you stay strong and still

Apparatus

Equipment we use to move and balance on

Control

Moving carefully and safely, not too fast or wobbly

Body parts

Different parts of our body we can balance on

Skill Progression Pathway

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

Prior Learning

Students can stand still for short periods
Students understand the concept of stopping and starting
Students can walk in straight lines with some control

Current Skills

Developing static balance on different body parts
Improving dynamic balance while moving on apparatus
Understanding muscle tension and control

Next Steps

Linking balances together in sequences
Adding rolling movements after balances
Creating partner balancing challenges

Milestone Indicators

Holds balance for 5 seconds without support

Travels confidently on raised apparatus

Shows visible muscle tension when balancing

Key Teaching Points

Emphasise muscle tension ('squeeze') as the key to successful balancing
Encourage looking ahead rather than down for better balance
Promote variety in balance positions to challenge different muscle groups
Maintain focus on controlled, safe movement rather than speed
Use positive reinforcement to build confidence on apparatus
Connect balancing skills to everyday activities outside PE
Celebrate individual progress and creative solutions

Common Misconceptions

Students think moving faster makes balancing easier - teach slow, controlled movement
Looking down at feet helps balance - encourage looking ahead to fixed point
Only one-foot balancing counts as 'real' balancing - show variety of body parts
Wobbling means failure - explain that small adjustments show good balance reactions
Apparatus work is only for older children - emphasise age-appropriate challenges

SEN Adaptations

ADHD

Use clear station boundaries, provide movement breaks between activities, give specific roles like equipment helper

dyspraxia

Offer hand-holding support on apparatus, use larger/wider equipment options, break down complex movements into smaller steps

autism spectrum

Provide visual schedule of activities, allow extra time at each station, create quiet area if sensory break needed

visual impairment

Use brightly coloured base markers, provide tactile boundaries on apparatus, ensure clear verbal descriptions of all movements and positions

hearing impairment

Use visual signals alongside verbal instructions, demonstrate all activities clearly, ensure student can see teacher's face when speaking

physical disability

Provide seated balance challenges, use adaptive equipment like wider benches, offer adult support for mobility on apparatus

Cross-Curricular Links

Maths

Counting to 5 during balance holds, understanding time duration, recognising shapes during stretch positions

Science

Understanding how muscles work, exploring forces and stability, discussing body parts and their functions

PSHE

Building confidence, taking turns, supporting others, celebrating individual achievements

Teacher Guidance

Positioning

Move continuously between stations during activity time. Position near higher-risk apparatus (benches, agility tables) when students are using them.

Observation Focus

Watch for: muscle tension during balances, controlled movement on apparatus, appropriate risk-taking, students helping each other safely.

Intervention Points

Step in when: students attempt unsafe balances, overcrowding occurs on apparatus, equipment becomes unstable, students show signs of frustration.

Demonstration Notes

Always demonstrate at child's eye level. Exaggerate muscle tension so students can see it clearly. Use simple, clear language with actions to match words.

Verbal Cues

•'Squeeze those muscles tight!'
•'Look where you're going, not at your feet'
•'Slow and steady wins the race'
•'Beautiful balance - I can see your muscles working hard'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor gymnasium or hall, minimum 15m x 15m clear space

Surface Check

Non-slip indoor surface, free from water or debris

Equipment Safety

Safety Checks

•Check all apparatus is stable before student use
•Ensure mats are positioned under jumping/landing areas
•Test bench attachments to agility tables are secure
•Check hoops are flat with no raised edges

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Overstretching during warm-up
•Equipment toppling if not set up correctly

Risk Mitigation

•Clear boundaries and traffic flow established
•Maximum 4-5 students per station
•Mats strategically placed for landing safety
•Adult supervision at higher-risk apparatus
•Clear stop signal established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all stations
•Circulate between stations during activity
•Maintain close supervision of agility table station
•Monitor for fatigue affecting safety

Emergency Procedures

Clear 'STOP' signal practiced. First aid kit accessible. Emergency contact information available.