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Lesson 6 - Static and Dynamic Balance Skills

Movement Patterns Adventure

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Year 2

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Athletics

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45 min

Big Question

How can we create exciting balance sequences that combine stillness and movement?

Learning Objectives

Perform a variety of static and dynamic balances with control and precision
Identify and explain the key differences between static and dynamic balance
Devise and perform individual balance sequences incorporating both types of balance

Key Outcomes

Students will demonstrate controlled static balances for 3+ seconds
Students will perform dynamic balances while moving with coordination
Students will create and perform their own balance sequences confidently

Equipment & Resources Required

Gymnastics Mats

1 per group of 5 (6 total)

Placed in relay formation with adequate spacing

Alternative: Carpet squares, marked floor areas

Benches

3-4 benches

Positioned safely with mats underneath for landing

Alternative: Low tables, balance beams, chalk lines on floor

Cones

3 cones (Red, Orange, Green)

Used for traffic light warm-up activity

Alternative: Coloured markers, laminated cards

Relay Markers

6 markers

Mark starting and turning points for relay activities

Alternative: Cones, bean bags, laminated spots

Key Vocabulary

Static Balance

A balance that is still and held in one position

Dynamic Balance

Balancing while moving or in motion

Points of Contact

The number of body parts touching the ground during balance

Sequence

A series of movements performed one after another

Control

Being able to manage your body movements smoothly

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and spatial understanding
Simple static balances on two feet
Basic locomotor movements like walking and running

Current Skills

Static balances using different body parts and points of contact
Dynamic balances while moving in various ways
Understanding the difference between static and dynamic balance

Next Steps

Combining balances with apparatus and equipment
Creating longer and more complex balance sequences
Partner and group balance challenges

Milestone Indicators

Holds static balance for 3+ seconds without wobbling

Maintains balance while performing dynamic movements

Can explain when they are using static vs dynamic balance

Key Teaching Points

Static balance means completely still like a statue
Dynamic balance means balancing while moving
Use arms and eyes to help with balance
Practice makes perfect - try different balance positions
Safety first - controlled movements over speed
Everyone can balance - find what works for you
Encourage others and celebrate different abilities

Common Misconceptions

Thinking dynamic balance means moving fast - it means controlled movement
Believing static balance is easier - both require skill and practice
Assuming you need perfect balance immediately - it develops over time
Thinking falling means failure - it's part of learning
Only gymnasts need good balance - everyone uses balance daily

SEN Adaptations

ADHD

Short activity bursts with clear transitions, additional movement breaks, clear boundaries and expectations

dyspraxia

Simplified balance positions initially, additional practice time, broken down instructions

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed

visual impairment

Use bright coloured equipment, provide verbal descriptions of balance positions, buddy system for guidance

hearing impairment

Use visual signals and demonstrations, written instruction cards, ensure clear sight lines

physical disability

Seated balance variations, supported balance positions, adapted equipment heights

Cross-Curricular Links

English

Vocabulary development (static, dynamic), following instructions, describing movements

Maths

Counting seconds for balance holds, counting team members, number of balance points

Science

Forces and balance, centre of gravity, how our body systems work during exercise

PSHE

Teamwork and cooperation, perseverance when challenges are difficult, celebrating others' success

Teacher Guidance

Positioning

Move around teams during relays, central position for demonstrations and instructions

Observation Focus

Quality of balance positions, safety during transitions, understanding of concepts

Intervention Points

Step in if unsafe techniques observed, provide encouragement for reluctant students, challenge advanced learners

Demonstration Notes

Always demonstrate activities clearly before students attempt, use students as examples when appropriate, emphasise safety aspects

Verbal Cues

•'Still as a statue!' for static balance
•'Control the movement!' for dynamic balance
•'Arms out for balance!' to help stability

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface, check for any wet areas or debris before lesson

Equipment Safety

Safety Checks

•Check bench stability and secure positioning
•Ensure mats are flat and positioned correctly under benches
•Inspect cones and markers for any damage

Risk Management

Key Risks

•Falls during static balances
•Collisions during relay running
•Unsafe landing from bench jumps
•Overconfidence leading to dangerous balance attempts

Risk Mitigation

•Demonstrate safe techniques before each activity
•Use mats under all bench work
•Maintain adequate spacing between teams
•Emphasise controlled movements over speed
•Provide progressive challenges suitable for age group

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams during relays
•Pay particular attention to bench activities
•Monitor individual work during sequence creation
•Watch for students attempting skills beyond their ability

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid or seek additional support