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Lesson 1 - Balancing and Moving with Control

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 use our body to stay balanced while moving in different ways?

Learning Objectives

To develop balancing skills when stationary and moving
To move with control while maintaining balance
To understand what helps us balance effectively

Key Outcomes

Students will demonstrate static balance on one and two feet
Students will show controlled movement along lines and pathways
Students will explain strategies that help with balance

Equipment & Resources Required

Balls

30 (1 per student)

Distributed around activity areas

Alternative: Small soft balls, juggling balls

Ropes

30 (1 per student)

Each student places rope in straight line

Alternative: Masking tape lines, chalk lines

Benches

5 (optional)

Placed around hall for extension activities

Alternative: Playground painted lines, balance beams

Key Vocabulary

Balance

Keeping steady and not falling over

Control

Moving your body exactly how you want to

Focus

Looking at one thing to help you concentrate

Static balance

Staying balanced when not moving

Dynamic balance

Staying balanced while moving

Skill Progression Pathway

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

Prior Learning

Basic walking and running skills
Understanding of personal space
Following simple instructions

Current Skills

Static balance on one and two feet
Dynamic balance while moving
Controlled stopping and starting

Next Steps

Balance while manipulating objects
Balance on different surfaces and levels
Combining balance with other fundamental skills

Milestone Indicators

Can balance on one foot for 5+ seconds

Moves along narrow lines with confidence

Demonstrates understanding of balance strategies

Key Teaching Points

Always emphasise control over speed in balance activities
Use arms actively as balancing tools - demonstrate this clearly
Focus eyes on something still to improve balance stability
Encourage slow, deliberate movements rather than rushing
Build confidence through progressive challenges from easy to hard
Model and praise positive peer support and encouragement
Connect balance learning to real-life situations and other activities

Common Misconceptions

Students think faster movement shows better balance - emphasise control and steadiness
Children believe looking down helps balance - teach importance of looking ahead
Some think balance is only about not falling - explain it's about being in control
Students may think they're 'bad' at balance if they wobble - explain wobbling and correcting shows good balance
Children might think arms don't matter - demonstrate how arms are essential balance tools

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use immediate positive feedback, allow for movement breaks

dyspraxia

Provide extra demonstration and practice time, break skills into smaller steps, use larger/easier equipment initially, celebrate all attempts

autism spectrum

Provide clear routine structure, visual schedule of activities, quiet space available for breaks, prepare for equipment and activity changes

visual impairment

Use tactile markers on ropes, provide clear verbal descriptions of activities, buddy system for support, use contrasting coloured equipment

hearing impairment

Use visual demonstrations and hand signals, written instructions available, ensure clear line of sight to teacher

physical disability

Modify balance challenges to seated or supported positions, use wider base supports, provide additional equipment like balance aids

Cross-Curricular Links

Maths

Counting seconds for balance holds, measuring pathway lengths, understanding straight and curved lines

Science

Learning about forces and gravity, understanding how muscles work, exploring cause and effect

Geography

Directional language (forwards, backwards, sideways), spatial awareness and positioning

PSHE

Building confidence, supporting others, perseverance when facing challenges, celebrating differences

Teacher Guidance

Positioning

Position where all students can be seen, move around space during activities, be near elevated activities for close supervision

Observation Focus

Watch for control vs speed, proper use of arms for balance, peer support and encouragement, safety awareness

Intervention Points

Step in if students moving unsafely, provide individual coaching for struggling students, model positive encouragement

Demonstration Notes

Always demonstrate at child height when possible, exaggerate key points for visibility, show common mistakes and corrections, use positive examples from class

Verbal Cues

•'Arms out like an airplane!'
•'Find something still to look at!'
•'Slow and steady wins the race!'
•'Squeeze your muscles to stay strong!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear indoor space, suitable for 30 students moving simultaneously

Surface Check

Non-slip surface, free from water or debris, adequate grip for balance activities

Equipment Safety

Safety Checks

•Ropes laid flat to prevent tripping hazards
•Beanbags stored safely when not in use
•Benches checked for stability before use
•Mats positioned under any elevated activities

Risk Management

Key Risks

•Falls from loss of balance
•Collisions during movement activities
•Tripping over equipment
•Overconfidence on elevated surfaces

Risk Mitigation

•Clear boundaries and adequate spacing maintained
•Progressive skill building from easy to challenging
•Spotting provided for elevated activities
•Emphasis on controlled movement over speed

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during movement activities
•Close supervision of bench activities
•Monitor partner activities for appropriate support

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space for emergency response if needed