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Lesson 2 - Balance and Safe Landing

Confident Movers Mastery

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

How can we land like silent ninjas while staying perfectly balanced?

Learning Objectives

To develop balance and stability in static positions
To practise landing safely with control from jumps and hops
To explore different types of jumps and travelling movements

Key Outcomes

Students will demonstrate improved balance when stopping from movement
Students will land with bent knees and controlled posture
Students will show kindness when sharing equipment and helping others

Equipment & Resources Required

Base Stations

Spread evenly around teaching area for boundaries

Alternative: Cones, markers, or carpet squares

Hoops

Placed randomly for jumping activities

Alternative: Rope circles, chalk circles, or mats

Hurdles

Various heights from 10-30cm for different abilities

Alternative: Low cones, ropes, or PE bench turned sideways

Balls

10-15

Scattered as additional jumping obstacles

Alternative: Small cushions, foam blocks, or stuffed toys

Key Vocabulary

Balance

Staying steady and not falling over

Control

Being able to stop and start your movements when you want to

Landing

How your feet touch the ground after jumping

Hopping

Jumping on one foot repeatedly

Stability

Being firm and steady, not wobbly

Skill Progression Pathway

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

Prior Learning

Basic running and walking movements
Simple jumping on the spot
Following basic instructions and stopping on command

Current Skills

Controlled stopping and balancing
Safe landing with bent knees
One-footed and two-footed jumping
Spatial awareness when moving

Next Steps

Advanced jumping patterns and sequences
Dynamic balance during complex movements
Jumping with equipment and obstacles

Milestone Indicators

Can balance on one foot for 10+ seconds

Lands silently with knees bent consistently

Demonstrates helping behaviour with peers

Key Teaching Points

Safe landing always requires bent knees and weight forward on balls of feet
Balance improves with focus - encourage looking ahead not down
Control is more important than distance or height when jumping
Equipment sharing and cooperation are essential life skills
Practice makes progress - celebrate improvement not perfection
Silent landings indicate good technique and muscle control
Spatial awareness keeps everyone safe during group activities

Common Misconceptions

Thinking straight legs are stronger for landing - explain bent knees absorb force safely
Believing looking down helps balance - demonstrate how looking ahead improves stability
Assuming bigger jumps are always better - emphasise control and technique over distance
Not understanding why sharing matters - connect cooperation to everyone's learning success
Thinking wobbling means failure - explain wobbles show the body learning to balance

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries marked, positive reinforcement for focus and effort

dyspraxia

Slower demonstration pace, break skills into smaller steps, extra practice time, physical guidance if needed

autism spectrum

Clear visual schedule of activities, quiet space available if needed, consistent routine and structure

visual impairment

Use bright coloured equipment, clear verbal descriptions of all movements, buddy system for equipment navigation

hearing impairment

Visual demonstrations of all skills, hand signals for start/stop, written instruction cards available

physical disability

Seated balance activities, modified jumping using arms only, step-over instead of jump-over options

Cross-Curricular Links

Maths

Counting jumps, measuring distances jumped, recognising patterns in movement sequences

Science

Understanding forces when jumping and landing, how muscles work for balance and control

Geography

Directional language - forward, backward, sideways, left, right during movement patterns

PSHE

Cooperation and kindness when sharing equipment, perseverance when learning new skills, helping others succeed

Teacher Guidance

Positioning

Move around the space constantly to observe all students, spending extra time where equipment is being used

Observation Focus

Watch for bent knee landing, controlled movements, and positive peer interactions

Intervention Points

Step in if students are rushing movements, not sharing equipment fairly, or showing signs of frustration

Demonstration Notes

Always demonstrate the difference between good and poor technique. Exaggerate movements for clarity, especially knee bending and quiet landing.

Verbal Cues

•'Ninja landings - quiet and controlled!'
•'Bend those knees like you're sitting down!'
•'Look ahead, not down at your feet!'
•'Wait your turn and share kindly!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, suitable for running and jumping activities

Surface Check

Non-slip surface, free from hazards. Ideally sports hall or playground surface.

Equipment Safety

Safety Checks

•Check hurdles are stable and appropriate height
•Ensure hoops lie flat and aren't cracked
•Verify beanbags are properly filled and intact
•Base stations securely positioned

Risk Management

Key Risks

•Falls from poor landing technique
•Collisions when sharing equipment
•Fatigue leading to loss of control
•Equipment displacement during use

Risk Mitigation

•Teach and reinforce safe landing technique throughout
•Establish clear equipment sharing protocols
•Monitor for fatigue and provide rest opportunities
•Regular equipment positioning checks
•Adequate spacing between activity areas

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around space to observe individual progress
•Monitor equipment areas for safe sharing
•Watch for signs of fatigue or frustration

Emergency Procedures

Stop all activity immediately if injury occurs. Assess and provide appropriate first aid. Have emergency contact information readily available.