Lesson 2 - Balance, Stability and Safe Landing
Body Awareness & Movement Skills
•Year 2
•Fundamental Movement Skills
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Distributed around perimeter and throughout space
Alternative: Cones, spots, chalk circles
Scattered throughout teaching area for jumping challenges
Alternative: Chalk circles, rope circles, tape marks
Various heights: 15-30cm, spaced safely apart
Alternative: Pool noodles on cones, skipping ropes between cones
For additional jumping challenges and targets
Alternative: Small cones, tennis balls, soft toys
Key Vocabulary
Staying steady and not falling over when still or moving
The moment your feet touch the ground after jumping
Being able to manage your body movements carefully
Jumping on one foot repeatedly
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
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