Lesson 5 - Balance and Agility Circuit
Athletic Foundations & Play
•Year 1
•Athletics
•Start Planning Better PE Lessons
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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
Distributed at balance stations and throwing targets
Alternative: Small soft balls, weighted bean bags
Set up 8 station areas around the hall/playground
Alternative: Markers, plastic bottles, dome markers
One target per throwing station - could be cones arranged in triangles
Alternative: Hoops, buckets, marked areas on wall, skittles
For timing station rotations and activities
Alternative: Phone timer, gym clock, countdown timer
Key Vocabulary
Keeping steady and controlled whilst moving or standing still
Moving quickly and easily, changing direction with control
Using different parts of your body together smoothly
Working together to achieve a common goal
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
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