Lesson 3 - Stability and Control in Balances
Animal Stories in Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we make our bodies work like statues - perfectly still and controlled?
Learning Objectives
- To develop stability and control when performing balances
- To understand the importance of muscle tension in maintaining balance
- To link simple balancing and travelling actions together
Key Outcomes
- Students will perform controlled balances with improved stability
- Students will demonstrate understanding of tension and relaxation in movement
- Students will create and perform simple balance-travel sequences
Equipment & Resources Required
Spread evenly around teaching area with safe gaps for movement
Alternative: Carpet squares, towels, or marked floor spaces
Store in container at edge of area for easy distribution
Alternative: Small cushions, soft toys, or tennis balls
One for teacher demonstration, two for 'ice' taggers
Alternative: Blue objects, blue bibs, or blue cards
Key Vocabulary
Staying still and steady in one position without wobbling
Making muscles tight and hard to help the body stay strong and still
Being steady and not falling over when balancing
Moving your body exactly how you want it to move
A series of movements performed one after another in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of high, medium and low levels
- Simple travelling movements like walking and running
- Following simple instructions and stopping on command
Current Skills
- Controlled balancing on different body parts
- Understanding muscle tension for stability
- Linking balance and travel movements
- Working cooperatively with a partner
Next Steps
- More complex balance sequences with apparatus
- Balancing whilst moving continuously
- Creating longer movement sequences with clear beginnings and ends
Milestone Indicators
Key Teaching Points
- Muscle tension creates stability - emphasise 'tight like a statue'
- Quality over speed - controlled movements are better than rushed attempts
- Balance holds must be still for 5 seconds to count as successful
- Clear sequence structure: balance-travel-balance with distinct sections
- Cooperative learning through partner work and positive feedback
- Progressive challenge building from simple to complex balances
- Safety through controlled movement and adequate spacing
Common Misconceptions
- Students think wobbling is acceptable - emphasise stillness requirement
- Belief that faster movement is better - reinforce quality control
- Assumption that balance is just 'not falling' - teach active muscle engagement
- Thinking some students 'can't balance' - show progression helps everyone improve
- Misconception that gymnastics is only for 'flexible' people - emphasise control over flexibility
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular positive feedback, movement breaks between tasks
dyspraxia
- Extra practice time, simplified movement patterns, adult support for equipment handling
autism spectrum
- Clear routine structure, visual timetable of activities, quiet space available if needed
visual impairment
- Verbal descriptions of all movements, tactile guidance for equipment placement, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for start/stop, written instruction cards available
physical disability
- Seated balance challenges, modified holds using chairs/walls, adapted equipment as needed
Cross-Curricular Links
English
Listening and following instructions, using descriptive vocabulary, expressing ideas clearly
Science
Understanding muscles and body systems, forces and stability, cause and effect relationships
PSHE
Turn-taking and cooperation, celebrating others' achievements, perseverance and resilience
Teacher Guidance
Positioning
Move around the space during practice, position centrally for demonstrations
Observation Focus
Watch for muscle tension, balance duration, controlled movement, safe transitions
Intervention Points
Step in if students attempting unsafe positions, rushing movements, or not following turn-taking rules
Demonstration Notes
Always demonstrate skills slowly and clearly, use students as examples when appropriate, emphasise key teaching points visually
Verbal Cues
- •'Squeeze those muscles tight!'
- •'Hold it... 1, 2, 3, 4, 5!'
- •'Strong like a statue!'
- •'Quality not speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 20m for 30 students
Surface Check
Clean, non-slip surface free from hazards, suitable for barefoot activity
Equipment Safety
Safety Checks
- •Check mats are clean and lie flat
- •Ensure beanbags are intact with no loose filling
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Falls during balance attempts
- •Collisions between students
- •Tripping over mats or equipment
- •Strain from attempting difficult positions
Risk Mitigation
- •Adequate spacing between students during activities
- •Progressive skill building from simple to complex
- •Clear boundaries and movement rules
- •Emphasis on controlled movement throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students
- •Move around space during practice time
- •Monitor balance attempts for safety
- •Check partner work is supportive not competitive
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed