Lesson 2 - Balance and Stability Foundation
Movement Skills Exploration
•Year 1
•Athletics
•Start Planning Better PE Lessons
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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
Space 0.2m apart in zigzag pattern for Station B
Alternative: Flat markers, small mats, chalk circles
Distribute for Station A and Station D activities
Alternative: Small soft balls, bean-filled socks
Can be used upturned (harder) or normal way up (easier)
Alternative: Low beam, taped line on floor, rope on ground
5 for Station C semi-circle, 2 for Station D endpoints
Alternative: Markers, spots, small objects to touch
Key Vocabulary
Keeping your body steady and not falling over
Being strong and steady in your position
Moving carefully with purpose, not rushing
Bending your knees slightly to help with balance
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
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