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Lesson 2 - Balance, Stability and Safe Landing

Body Awareness & Movement Skills

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Year 2

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Fundamental Movement Skills

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45 min

Big Question

How can we land safely and with control when jumping and moving?

Learning Objectives

To develop balance and stability in static and dynamic situations
To practise safe landing techniques from various jumps and hops
To demonstrate control and coordination in fundamental movement patterns

Key Outcomes

Students will demonstrate improved balance when stopping from movement
Students will land safely with control from jumps, hops and leaps
Students will create and perform a sequence of different jumping patterns

Equipment & Resources Required

Base Stations

Distributed around perimeter and throughout space

Alternative: Cones, spots, chalk circles

Hoops

Scattered throughout teaching area for jumping challenges

Alternative: Chalk circles, rope circles, tape marks

Hurdles

Various heights: 15-30cm, spaced safely apart

Alternative: Pool noodles on cones, skipping ropes between cones

Balls

10-15

For additional jumping challenges and targets

Alternative: Small cones, tennis balls, soft toys

Key Vocabulary

Balance

Staying steady and not falling over when still or moving

Landing

The moment your feet touch the ground after jumping

Control

Being able to manage your body movements carefully

Hopping

Jumping on one foot repeatedly

Stability

Being firm and steady, not wobbly

Skill Progression Pathway

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

Prior Learning

Basic running and stopping
Simple jumping with two feet
Understanding of personal space

Current Skills

Balanced stopping from movement
Single foot balance for extended periods
Controlled landing from various jumps
Creating simple movement patterns

Next Steps

Complex jumping sequences
Balance on apparatus
Partner and group movement challenges

Milestone Indicators

Can balance on one foot for 15+ seconds

Lands silently with bent knees

Creates 4-jump sequence with variety

Helps others and shares equipment appropriately

Key Teaching Points

Always demonstrate safe landing with bent knees and controlled impact
Use focal points and muscle tension to improve balance quality
Encourage variety in jumping patterns and take-off/landing combinations
Emphasise safety awareness and communication when sharing equipment
Build confidence through progressive challenges from simple to complex
Celebrate both physical achievement and cooperative behaviour
Link learning to real-life situations where balance and landing skills are important

Common Misconceptions

Landing with straight legs is acceptable - correct with demonstrations of impact absorption
Looking down helps with balance - teach focal point technique for stability
Bigger jumps are always better - emphasise control and technique over distance
Balance is only about staying still - show dynamic balance in movement
Fast movement shows better skill - teach that control demonstrates mastery

SEN Adaptations

ADHD

Shorter activity bursts, regular movement breaks, clear and simple instructions

dyspraxia

Larger landing targets, simplified movement patterns, extra practice time for skills

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available for breaks

visual impairment

Use bright coloured equipment, verbal descriptions of all demonstrations, buddy support system for movement

hearing impairment

Visual signals for start/stop, clear demonstrations, written instruction cards available

physical disability

Chair-based balance challenges, modified jumping using arms only, adapted equipment heights

Cross-Curricular Links

Maths

Counting jumps and hops, measuring distances, timing balance challenges, comparing numbers

Science

Forces and motion in jumping, gravity and landing, body systems responding to exercise

Geography

Directions in movement, spatial awareness, mapping movement patterns around space

PSHE

Cooperation and sharing equipment, helping others, building confidence and resilience

Teacher Guidance

Positioning

Move constantly to observe all students, position at corners for maximum visibility during activities

Observation Focus

Watch for landing technique, balance quality, safety awareness, and cooperative behaviour

Intervention Points

Step in immediately for unsafe jumping, provide hands-on support for balance challenges, guide equipment sharing

Demonstration Notes

Use exaggerated movements to show correct technique, involve students in demonstrations, show both correct and incorrect examples for comparison

Verbal Cues

•'Soft landings!'
•'Eyes up, look ahead!'
•'Bend those knees!'
•'Share and care!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, indoor hall or outdoor hard surface

Surface Check

Non-slip surface, free from water or debris, even flooring throughout

Equipment Safety

Safety Checks

•Hoops lying flat to prevent tripping
•Hurdles stable and appropriate height (15-30cm)
•Beanbags placed away from landing areas
•All equipment checked for damage before use

Risk Management

Key Risks

•Collisions during tag game
•Hard landings from jumps
•Falls during balance challenges
•Equipment-related trips

Risk Mitigation

•Clear boundaries and movement rules established
•Progressive skill building from simple to complex
•Constant reinforcement of safety principles
•Adequate spacing between activities and students

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during tag game
•Close monitoring during balance challenges
•Active supervision of equipment-based jumping
•Immediate intervention for unsafe behaviour

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed