Lesson 1 - Balloon Handling and Control
Obj Control & Movement Basics
•Reception
•Manipulation & Coordination
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How can we use our hands to control and move balloons in different ways?
Learning Objectives
- Copy, repeat and practise a variety of balloon handling activities
- Coordinate limbs to carry out defined movements and actions with balloons
- Work cooperatively with a partner to keep balloons moving
Key Outcomes
- Students will demonstrate basic balloon control using palm strikes
- Students will show coordination in bilateral movements with balloons
- Students will work together to keep balloons airborne cooperatively
Equipment & Resources Required
Pre-inflate all balloons before lesson. Have pump ready for replacements
Alternative: Large beach balls, soft play balls if balloons unavailable
Test volume levels, choose music with clear 4/4 beat
Alternative: Drumbeat app, counting aloud if no music available
Set up in line to create 'net' for partner activity
Alternative: Bean bags, markers, chalk line on floor
Key Vocabulary
Hitting with the flat part of your hand
Following something with your eyes as it moves
Working together with someone else
Using both sides of your body
Making something go where you want it to go
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination from Nursery activities
- Understanding of following simple instructions
- Experience with gentle object handling
Current Skills
- Palm striking technique for balloon control
- Bilateral coordination movements
- Partner cooperation and sharing
Next Steps
- More complex object manipulation with different equipment
- Advanced partner and group coordination activities
- Introduction to simple games with rules
Milestone Indicators
Key Teaching Points
- Always use gentle palm strikes rather than fingertips for balloon control
- Encourage visual tracking - eyes must follow the balloon at all times
- Emphasise bilateral coordination - use both left and right sides equally
- Model and reinforce cooperation and turn-taking in partner activities
- Maintain calm, controlled movements throughout all activities
- Celebrate attempts and progress rather than just successful outcomes
- Use balloon properties to teach about air, lightness and gentle control
Common Misconceptions
- That balloons can be hit hard like balls - teach gentle control instead
- That faster movements are better - emphasise slow, controlled actions
- That individual work is easier than partner work - show how cooperation helps everyone
- That dropping the balloon means failure - frame as learning opportunities
- That only one 'right way' exists - encourage exploration within safety guidelines
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked with cones, regular movement breaks
dyspraxia
- Larger balloons, simplified movements, extra time for skill development, adult support for complex activities
autism spectrum
- Clear visual schedule, predictable routine, quiet space available if overwhelmed
visual impairment
- Use bright coloured balloons, verbal descriptions of balloon position, tactile guidance for hand placement
hearing impairment
- Visual demonstrations, hand signals for counting, partner buddy for instructions
physical disability
- Seated balloon activities, larger balloons for easier handling, adapted catching with containers
Cross-Curricular Links
Maths
Counting to 8 with rhythm, recognising patterns in movement, understanding figure 8 shape
Science
Exploring air and how balloons move differently from solid objects, cause and effect
PSHE
Cooperation and sharing, taking turns, building confidence through achievement
Teacher Guidance
Positioning
Central position with clear sight lines to all students, able to move quickly to any area
Observation Focus
Watch for gentle balloon control, safe movement patterns, positive partner interactions
Intervention Points
Step in if students getting overexcited, if balloons popping, if partners not cooperating well
Demonstration Notes
Use exaggerated gentle movements, show clear technique, involve students in demonstrations when safe
Verbal Cues
- •'Gentle touches only!'
- •'Track that balloon with your eyes!'
- •'Work together, take turns!'
- •'Slow and controlled movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 10m x 10m, clear of obstacles with high ceiling (3m+)
Surface Check
Non-slip surface, clear of any sharp objects, adequate space for balloon movement
Equipment Safety
Safety Checks
- •Check all balloons are properly inflated - not over-inflated
- •Have spare balloons ready for immediate replacement if popping occurs
- •Remove any balloon pieces immediately if popping occurs
- •Ensure cones have no sharp edges or points
Risk Management
Key Risks
- •Balloon popping causing sharp pieces
- •Students colliding while chasing balloons
- •Slipping when reaching for balloons
- •Overexcitement leading to loss of control
Risk Mitigation
- •Clear boundaries established for movement
- •Adequate spacing between students maintained
- •Immediate removal of any balloon debris
- •Clear instructions for gentle movements only
- •Adult supervision of all balloon handling
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students simultaneously
- •Monitor for any balloon popping incidents
- •Watch for safe movement patterns during partner work
- •Ensure students maintain control during activities
Emergency Procedures
Stop activity immediately if balloon pops, ensure all pieces collected, check students for any distress, have replacement balloon ready