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Lesson 4 - Balance & Movement Control

Object Control Basics

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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 whole body to help us balance and move with control?

Learning Objectives

To develop balance skills on one leg whilst maintaining control
To navigate obstacle courses with increasing skill and confidence
To demonstrate control when picking up and carrying objects

Key Outcomes

Students will demonstrate improved balance on one leg for increasing periods
Students will navigate pathways and obstacles with greater control
Students will show precision when handling and manipulating objects

Equipment & Resources Required

Cones

8-10

Mark boundaries of 'pond' area

Alternative: Coloured markers, plastic bottles

Hoops

15-20 mixed sizes

Various sizes to create different pathway challenges

Alternative: Chalk circles, rope circles

Mats

6-8

Placed as 'rocks' in pond area

Alternative: Carpet squares, towels

Sun Markers

10-15

Single foot balance points

Alternative: Small cones, bean bags

Net Materials

10 long pieces

Each piece 1m long with large knot at one end

Alternative: Shoelaces, thick wool

Straws

100+ pieces

Cut to 6cm lengths for threading

Alternative: Pasta pieces, large beads

Plastic Cones

Child-sized for easy handling

Alternative: Wooden spoons, large serving spoons

Tennis Balls

As 'eggs' for balancing activity

Alternative: Golf balls, ping pong balls

Large Bolts

50+

Safe plastic bolts with large threading holes

Alternative: Large washers, curtain rings

Key Vocabulary

Balance

Keeping steady and not falling over whilst standing or moving

Control

Moving your body exactly how you want it to move

Stability

Staying steady and strong in your position

Coordination

Making different parts of your body work together smoothly

Pathway

The route or direction you take when moving

Skill Progression Pathway

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

Prior Learning

Basic walking and running with control
Simple jumping with two feet
Basic understanding of body parts

Current Skills

Single leg balance with increasing duration
Coordinated movement through varied pathways
Fine motor control with threading activities

Next Steps

Dynamic balance whilst moving
Complex obstacle navigation with equipment
Advanced manipulation skills with smaller objects

Milestone Indicators

Can hold single leg balance for target duration

Demonstrates smooth transitions between movements

Shows improved hand-eye coordination

Key Teaching Points

Balance improves with practice and proper body positioning
Arms out wide helps maintain stability
Looking forward rather than down improves balance
Fine motor control requires patience and steady hands
Cooperation makes activities more enjoyable and successful
Self-assessment helps us understand our own learning
Taking turns ensures everyone gets equal practice time

Common Misconceptions

Thinking faster movement is better - emphasise control over speed
Believing balance is just about standing still - show dynamic balance
Assuming threading should be easy - explain it requires practice
Thinking only perfect performance is good - celebrate effort and improvement

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries and rules, regular movement breaks

dyspraxia

Extra practice time for fine motor activities, simplified pathways, larger threading materials

autism spectrum

Clear visual schedule of activities, quiet space available if needed, consistent routines

visual impairment

Use brightly coloured equipment, provide verbal descriptions of pathways, buddy system for guidance

hearing impairment

Use clear visual signals for freeze commands, demonstrate all activities, written instruction cards

physical disability

Seated balance activities, modified threading with larger materials, adapted equipment heights

Cross-Curricular Links

Maths

Counting collected bugs, timing balance attempts, measuring distances travelled

Science

Understanding centre of gravity and balance, forces and stability, coordination systems

Geography

Pathways and routes, navigation through obstacle courses, spatial awareness

PSHE

Cooperation and turn-taking, self-assessment and reflection, celebrating others' achievements

Teacher Guidance

Positioning

Central position during pond crossing for clear observation, circulate between stations during fine motor activities

Observation Focus

Single leg balance duration and stability, cooperation during partner work, fine motor control development

Intervention Points

Support students struggling with balance by offering verbal cues, assist with threading activities if frustration develops

Demonstration Notes

Show balance positions clearly with exaggerated arm positions, demonstrate threading with slow, deliberate movements

Verbal Cues

•'Arms out wide for better balance!'
•'Take your time - steady wins!'
•'Help your partner succeed!'
•'Look where you're going, not at your feet!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Indoor hall minimum 15m x 20m or outdoor hard surface area

Surface Check

Non-slip surface, free from water or debris

Equipment Safety

Safety Checks

•Check all hoops are intact with no sharp edges
•Ensure mats are non-slip and flat
•Verify threading materials have no sharp ends
•Confirm plastic bolts are large enough to be safe

Risk Management

Key Risks

•Falls during balance activities
•Collisions during movement activities
•Choking hazard with small threading materials

Risk Mitigation

•Adequate spacing between students during activities
•Clear boundaries for all movement activities
•Adult supervision of threading materials at all times
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of pond crossing area
•Circulate between stations during rotation activities
•Monitor for fatigue or frustration in individual students

Emergency Procedures

Stop activity immediately if injury occurs, assess need for first aid, have emergency contact details accessible