Lesson 6 - Static and Dynamic Balance Skills
Movement Patterns Adventure
•Year 2
•Athletics
•Start Planning Better PE Lessons
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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
Placed in relay formation with adequate spacing
Alternative: Carpet squares, marked floor areas
Positioned safely with mats underneath for landing
Alternative: Low tables, balance beams, chalk lines on floor
Used for traffic light warm-up activity
Alternative: Coloured markers, laminated cards
Mark starting and turning points for relay activities
Alternative: Cones, bean bags, laminated spots
Key Vocabulary
A balance that is still and held in one position
Balancing while moving or in motion
The number of body parts touching the ground during balance
A series of movements performed one after another
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
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