Lesson 8 - ABC: Agility, Balance, Coordination
Fitness Fundamentals & Fun
•Year 1
•Health Related Fitness
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How can I use my whole body to move quickly and stay balanced at the same time?
Learning Objectives
- To develop agility through quick directional changes and footwork patterns
- To improve balance and control during dynamic movements
- To enhance co-ordination through complex movement sequences
Key Outcomes
- Students will demonstrate improved balance during movement transitions
- Students will show better co-ordination when combining multiple movement patterns
- Students will develop confidence in agility-based activities
Equipment & Resources Required
Space ladders 3m apart, ensure flat surface
Alternative: Chalk lines, tape markers, base stations
Place 5m from end of each ladder
Alternative: Markers, bean bags, plastic bottles
Arranged in ladder formation for easier option
Alternative: Poly spots, paper plates, chalk circles
One per group for catching challenge
Alternative: Bean bags, soft balls, tennis balls
Key Vocabulary
The ability to move quickly and change direction smoothly
Keeping your body steady and controlled
Using different parts of your body together smoothly
Moving in a steady, regular pattern
The way you move and place your feet
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills - running, jumping, hopping
- Simple balance activities on static surfaces
- Following movement instructions and safety rules
Current Skills
- Quick foot movements through ladder patterns
- Dynamic balance during direction changes
- Co-ordinated arm and leg movements
- Rhythm and timing in movement sequences
Next Steps
- More complex agility patterns and sequences
- Sport-specific footwork patterns
- Balance challenges on unstable surfaces
- Team-based agility challenges
Milestone Indicators
Key Teaching Points
- Emphasise technique and control over speed throughout all activities
- Celebrate effort and improvement rather than natural ability
- Use clear, consistent verbal cues for technique correction
- Encourage peer support and positive team dynamics
- Provide progressive challenge through pattern complexity
- Connect physical skills to cognitive understanding of movement principles
- Maintain safety through proper landing technique and spatial awareness
Common Misconceptions
- That speed is more important than technique - emphasise control first
- That some students 'can't do' certain patterns - focus on improvement
- That agility only involves feet - highlight importance of arms and balance
- That harder patterns are 'better' - value all levels of achievement
- That competition means winning at all costs - teach positive competition values
SEN Adaptations
ADHD
- Frequent pattern changes to maintain engagement, clear physical boundaries, regular movement breaks
dyspraxia
- Slower pattern introduction, larger equipment spacing, extra practice time for muscle memory
autism spectrum
- Clear visual schedules of patterns, quiet practice time, predictable routine structure
visual impairment
- Use contrasting coloured base stations, provide verbal descriptions of patterns, buddy system for guidance
hearing impairment
- Clear visual demonstrations, written pattern cards, hand signals for timing
physical disability
- Seated versions using arm patterns, modified equipment height, adapted distances
Cross-Curricular Links
Maths
Counting patterns and sequences, rhythm and timing, spatial awareness and measurement
Science
Forces and motion during jumping and landing, balance and centre of gravity, heart rate and exercise response
Music
Rhythm and beat in movement patterns, timing and tempo control
PSHE
Perseverance and resilience, teamwork and encouragement, managing frustration positively
Teacher Guidance
Positioning
Move between ladder stations to observe all groups, central position during demonstrations
Observation Focus
Watch for technique development, peer support, and individual challenge level
Intervention Points
Step in when students losing confidence, provide technique correction, manage group dynamics
Demonstration Notes
Use slow, clear movements to show patterns, repeat demonstrations, involve students in showing good technique
Verbal Cues
- •'Eyes up, not down!'
- •'Soft landings with bent knees!'
- •'Use your arms to help!'
- •'Great perseverance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 15m, flat surface with clear run-off areas
Surface Check
Dry, level surface free from obstacles, indoor hall or outdoor playground
Equipment Safety
Safety Checks
- •Ladders laid flat and secure, not overlapping
- •Cones stable and visible, no sharp edges
- •Clear pathways between equipment
Risk Management
Key Risks
- •Trips and falls on ladder rungs
- •Collisions during racing activities
- •Overexertion during intensive footwork
- •Slips on smooth surfaces
Risk Mitigation
- •Emphasise looking ahead not down at ladders
- •Clear start/stop procedures for racing
- •Regular reminders about soft landings
- •Adequate rest between intensive activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple ladder stations
- •Move between groups to provide individual feedback
- •Monitor fatigue levels throughout lesson
Emergency Procedures
Stop activity immediately, assess injury, provide first aid as needed, clear other students from area