🤸

Lesson 3 - Stability and Control in Balances

Animal Stories in Gymnastics

•

Year 1

•

Gymnastics

•

Big Question

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

Gymnastics Mats

15 (one mat between two students)

Spread evenly around teaching area with safe gaps for movement

Alternative: Carpet squares, towels, or marked floor spaces

Balls

30 (one per student)

Store in container at edge of area for easy distribution

Alternative: Small cushions, soft toys, or tennis balls

Cones

One for teacher demonstration, two for 'ice' taggers

Alternative: Blue objects, blue bibs, or blue cards

Key Vocabulary

Balance

Staying still and steady in one position without wobbling

Tense

Making muscles tight and hard to help the body stay strong and still

Stability

Being steady and not falling over when balancing

Control

Moving your body exactly how you want it to move

Sequence

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

Students can hold balances still for 5+ seconds

Clear difference between tense and relaxed muscle control

Smooth transitions between balance and travel

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