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Lesson 2 - Balance and Stability Foundation

Movement Skills Exploration

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Year 1

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Athletics

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45 min

Big Question

How can we use our bodies to stay balanced like a tightrope walker?

Learning Objectives

To develop foundation skills for balance and stability
To understand how body position affects balance control
To work cooperatively with others in small groups

Key Outcomes

Students will demonstrate controlled stopping and starting
Students will maintain balance during static and dynamic challenges
Students will explain what helps them balance

Equipment & Resources Required

Base Stations

Space 0.2m apart in zigzag pattern for Station B

Alternative: Flat markers, small mats, chalk circles

Balls

Distribute for Station A and Station D activities

Alternative: Small soft balls, bean-filled socks

Benches

Can be used upturned (harder) or normal way up (easier)

Alternative: Low beam, taped line on floor, rope on ground

Cones

5 for Station C semi-circle, 2 for Station D endpoints

Alternative: Markers, spots, small objects to touch

Key Vocabulary

Balance

Keeping your body steady and not falling over

Stability

Being strong and steady in your position

Controlled

Moving carefully with purpose, not rushing

Soft knees

Bending your knees slightly to help with balance

Core muscles

The muscles in your tummy and back that help you stay upright

Skill Progression Pathway

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

Prior Learning

Basic walking and running skills
Following simple instructions
Understanding personal space

Current Skills

Static balance on one foot
Dynamic balance during movement
Controlled stopping and starting
Partner cooperation

Next Steps

Balance on moving surfaces
Dynamic balance with equipment
Complex movement patterns
Competitive balance activities

Milestone Indicators

Can balance on one foot for 3+ seconds

Stops running without stumbling

Maintains upright posture during movement

Works cooperatively without teacher intervention

Key Teaching Points

Soft knees are essential for safe landing and balance control
Eyes should look forward, not down at feet, for better balance
Core muscles help maintain stability in all balance activities
Controlled movements are safer and more effective than rushed attempts
Cooperation and encouragement help everyone succeed
Balance improves with practice and patience
Arms can be used as 'balancers' to help stability

Common Misconceptions

Balance is only about standing on one foot - actually involves whole body control
Looking down helps balance - actually makes it harder
You have to be perfectly still to balance - small adjustments are normal
Some people can't learn balance - everyone can improve with practice
Fast movements show better balance - controlled movements demonstrate true skill

SEN Adaptations

ADHD

Short station rotations, clear movement boundaries, regular position changes

dyspraxia

Larger equipment, simplified movement patterns, extra practice time, peer buddy support

autism spectrum

Clear visual schedule of activities, quiet zone for breaks, consistent routine structure

visual impairment

Use bright coloured equipment, verbal descriptions of activities, tactile markers for station boundaries

hearing impairment

Visual demonstrations, hand signals for stop/start, written instruction cards at stations

physical disability

Adapted sitting balance activities, supported standing options, modified equipment heights

Cross-Curricular Links

English

Learning new vocabulary, describing movements, listening to instructions

Maths

Counting successful catches, measuring distances between markers, timing activities

Science

Understanding balance and forces, centre of gravity, how muscles work together

PSHE

Cooperation, taking turns, encouraging others, celebrating success together

Teacher Guidance

Positioning

Central location with clear sightlines to all five circuit stations

Observation Focus

Watch for balance technique, safe landing patterns, and positive group cooperation

Intervention Points

Step in when students struggling with balance confidence or group cooperation issues

Demonstration Notes

Always demonstrate balance activities yourself first, emphasising key teaching points and safety aspects

Verbal Cues

•'Soft knees on landing!'
•'Eyes forward, not down!'
•'Arms out for balance!'
•'Take your time - balance needs patience!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for circuit stations and movement

Surface Check

Dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check benches are stable and appropriate height
•Ensure beanbags are intact with no loose filling
•Verify cones have no sharp edges or cracks
•Place safety mats around balance beam station

Risk Management

Key Risks

•Falls from balance beam
•Collisions during movement activities
•Trips over equipment
•Loss of balance causing falls

Risk Mitigation

•Clear spacing between all stations
•Safety mats under elevated balance activities
•Controlled group sizes at each station
•Progressive difficulty building confidence
•Constant supervision of beam station

Supervision & Emergency Procedures

Supervision Points

•Position to see all stations simultaneously
•Give extra attention to balance beam
•Monitor group dynamics and turn-taking
•Watch for fatigue affecting balance

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, move other students to safe area