Lesson 4 - Balance & Movement Control
Object Control Basics
•Year 1
•Fundamental Movement Skills
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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
Mark boundaries of 'pond' area
Alternative: Coloured markers, plastic bottles
Various sizes to create different pathway challenges
Alternative: Chalk circles, rope circles
Placed as 'rocks' in pond area
Alternative: Carpet squares, towels
Single foot balance points
Alternative: Small cones, bean bags
Each piece 1m long with large knot at one end
Alternative: Shoelaces, thick wool
Cut to 6cm lengths for threading
Alternative: Pasta pieces, large beads
Child-sized for easy handling
Alternative: Wooden spoons, large serving spoons
As 'eggs' for balancing activity
Alternative: Golf balls, ping pong balls
Safe plastic bolts with large threading holes
Alternative: Large washers, curtain rings
Key Vocabulary
Keeping steady and not falling over whilst standing or moving
Moving your body exactly how you want it to move
Staying steady and strong in your position
Making different parts of your body work together smoothly
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
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