🏃

Lesson 5 - Balance and Agility Circuit

Athletic Foundations & Play

•

Year 1

•

Athletics

•

45 min

Big Question

How can we work together as a team to improve our balance, agility and coordination skills?

Learning Objectives

To explore and refine basic agility, balance and coordination skills through circuit activities
To work collaboratively in small groups to improve performance and achieve team goals
To demonstrate improvement in fundamental movement skills and provide feedback to peers

Key Outcomes

Students will demonstrate improved balance, agility and coordination through circuit challenges
Students will work effectively in teams to achieve collective scores and support each other's learning
Students will identify ways to improve performance and listen to feedback from peers and teacher

Equipment & Resources Required

Balls

15-20

Distributed at balance stations and throwing targets

Alternative: Small soft balls, weighted bean bags

Cones

40-50

Set up 8 station areas around the hall/playground

Alternative: Markers, plastic bottles, dome markers

PE Equipment

8 sets

One target per throwing station - could be cones arranged in triangles

Alternative: Hoops, buckets, marked areas on wall, skittles

Stopwatch

For timing station rotations and activities

Alternative: Phone timer, gym clock, countdown timer

Key Vocabulary

Balance

Keeping steady and controlled whilst moving or standing still

Agility

Moving quickly and easily, changing direction with control

Coordination

Using different parts of your body together smoothly

Teamwork

Working together to achieve a common goal

High-five

A greeting or celebration where you slap hands with someone above your heads

Skill Progression Pathway

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

Prior Learning

Basic running, jumping and throwing movements
Understanding of following simple instructions
Experience working in small groups

Current Skills

Balancing objects whilst moving at speed
Agility movements through obstacle courses
Coordination skills with throwing and passing
Teamwork and communication during physical activities

Next Steps

Combining multiple skills in sequence
Competitive team challenges
Self-assessment of performance improvement

Milestone Indicators

Can maintain balance whilst carrying objects over distance

Shows improved coordination when throwing at targets

Demonstrates agility through cone courses with control

Works effectively as part of a team to achieve goals

Key Teaching Points

Emphasise teamwork and collaboration over individual achievement throughout the lesson
Focus on effort and improvement rather than final scores or perfect technique
Use specific vocabulary (agility, balance, coordination) consistently and check understanding
Provide frequent encouragement and celebrate specific examples of good teamwork
Ensure all students are actively engaged and contributing to their team's success
Connect physical improvements to effective collaboration and communication
Model positive language and behaviour for students to copy in their team interactions

Common Misconceptions

Thinking that going faster always means better performance - emphasise control and technique
Believing that only the best performers contribute to team success - highlight different ways to help
Assuming competition between teams is more important than collaboration within teams
Thinking balance means standing still - show how balance is needed during movement
Believing that agility is just about speed - emphasise control and precision in direction changes

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries for each station, frequent positive feedback, movement breaks between instructions

dyspraxia

Larger equipment for easier handling, extra practice time, simplified sequences, buddy support for complex activities

autism spectrum

Clear visual station cards, consistent routines, quiet zones available, warning before transitions, visual timer for activities

visual impairment

Use brightly coloured equipment, provide verbal descriptions of all demonstrations, buddy system with sighted partner, use sound cues for timing

hearing impairment

Use visual signals for timing and instructions, demonstration-heavy teaching, written station cards with pictures, ensure student can see teacher's face when speaking

physical disability

Seated versions of throwing and passing activities, modified balance tasks using chairs or supports, adapted equipment such as larger/lighter balls

Cross-Curricular Links

English

Learning and using new vocabulary (agility, coordination, balance), following instructions, discussing improvements

Maths

Counting completions at stations, timing activities, measuring distances between cones, comparing scores and improvements

Science

Understanding how muscles work together for coordination, forces involved in throwing and jumping, balance and gravity

PSHE

Teamwork and cooperation, supporting others, dealing with challenges, celebrating achievements together

Teacher Guidance

Positioning

Central location with clear sight lines to all stations, move actively between stations during circuit work

Observation Focus

Watch for correct technique, safe equipment handling, positive team interactions, and appropriate effort levels

Intervention Points

["Step in if technique becomes unsafe", "Support teams struggling with collaboration", "Provide additional demonstrations when needed", "Manage time and transitions between activities"]

Demonstration Notes

Use clear, exaggerated movements for all skills, repeat demonstrations as needed, involve students in demonstrations when appropriate

Verbal Cues

•'Soft landings!' for jumping activities
•'Help each other!' to encourage teamwork
•'Controlled movements!' when students rush
•'Well done team!' to reinforce collaboration

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, indoor hall or outdoor playground suitable

Surface Check

Non-slip surface, dry and even, free from obstacles and hazards

Equipment Safety

Safety Checks

•Check beanbags are secure and not split
•Ensure cones have no sharp edges or cracks
•Verify balls are properly inflated and suitable for age group
•Check targets are stable and safely positioned

Risk Management

Key Risks

•Collisions between students during station activities
•Slips and falls during running and direction change activities
•Equipment dropping on students during balance tasks
•Overexertion during timed challenges

Risk Mitigation

•Clear boundaries established around each station
•Adequate spacing between stations to prevent interference
•Progressive skill building from simple to complex tasks
•Teams work together to ensure safe equipment handling
•Regular breaks and hydration opportunities
•Teacher positioning for maximum visibility of all stations

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all 8 stations
•Monitor high-activity stations (agility courses) closely
•Watch for students showing signs of fatigue
•Ensure rotation transitions happen safely and calmly

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, contact school medical support if needed