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Lesson 8 - ABC: Agility, Balance, Coordination

Fitness Fundamentals & Fun

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Year 1

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Health Related Fitness

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45 min

Big Question

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

Speed Ladders

Space ladders 3m apart, ensure flat surface

Alternative: Chalk lines, tape markers, base stations

Cones

Place 5m from end of each ladder

Alternative: Markers, bean bags, plastic bottles

Base Stations

25-30

Arranged in ladder formation for easier option

Alternative: Poly spots, paper plates, chalk circles

Balls

One per group for catching challenge

Alternative: Bean bags, soft balls, tennis balls

Key Vocabulary

Agility

The ability to move quickly and change direction smoothly

Balance

Keeping your body steady and controlled

Co-ordination

Using different parts of your body together smoothly

Rhythm

Moving in a steady, regular pattern

Footwork

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

Maintains balance when changing direction quickly

Shows smooth, rhythmic movement through patterns

Demonstrates good body control during landing

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