Lesson 2 - Balancing and Apparatus Work
Safe Movement Exploration
•Reception
•Gymnastics
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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
Place one at each balancing station as stopping points
Alternative: Cones, spots, or laminated cards
Ready in container for extension activity
Alternative: Small balls, teddy bears, or quoits
Some flat, some upturned, some at angles
Alternative: Balance beams, planks on blocks
Place under and around apparatus for safety
Alternative: Carpet squares, towels
Lay flat as stepping stones across floor
Alternative: Chalk circles, rope circles
Lay straight on floor as balance lines
Alternative: Chalk lines, masking tape
Set at lowest height with mats underneath
Alternative: Sturdy boxes, low platforms
Easier to balance than beanbags for support group
Alternative: Flat discs, paper plates
Key Vocabulary
Staying still and steady without falling over
Tighten your muscles to help you stay strong and still
Equipment we use to move and balance on
Moving carefully and safely, not too fast or wobbly
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
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.