Lesson 1 - Balancing and Moving with Control
Confident Movers Mastery
•Year 1
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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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
Distributed around activity areas
Alternative: Small soft balls, juggling balls
Each student places rope in straight line
Alternative: Masking tape lines, chalk lines
Placed around hall for extension activities
Alternative: Playground painted lines, balance beams
Key Vocabulary
Keeping steady and not falling over
Moving your body exactly how you want to
Looking at one thing to help you concentrate
Staying balanced when not moving
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
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