Lesson 1 - Balancing and Moving with Control
Body Awareness & Movement Skills
•Year 2
•Fundamental Movement Skills
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How can we use our body and mind to stay balanced while moving?
Learning Objectives
- To develop balancing skills using different body positions and equipment
- To demonstrate controlled movement while maintaining balance
- To apply balancing techniques in simple game situations
Key Outcomes
- Students will be able to balance on one foot for 5+ seconds with arms extended
- Students will successfully walk along equipment maintaining balance
- Students will demonstrate stopping in a controlled balanced position
Equipment & Resources Required
Laid out in straight lines across teaching area
Alternative: Chalk lines, masking tape, PE markers
Stored in container for easy distribution
Alternative: Small balls, hoops, cones
Upturned for narrow balancing surface if used
Alternative: Balance beams, low equipment
Mark teaching area boundaries and group stations
Alternative: Spots, hoops
Key Vocabulary
Keeping your body steady and in control without falling
Staying balanced while standing still
Staying balanced while moving
The part of your body touching the ground that helps you balance
The middle point of your body that affects your balance
Something still to look at that helps you balance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic standing balance on two feet
- Walking in a straight line
- Following simple movement instructions
Current Skills
- Static balance on one foot
- Dynamic balance while walking on equipment
- Controlled movement and stopping
Next Steps
- Balancing while throwing and catching
- Complex pathway navigation
- Partner and group balancing challenges
Milestone Indicators
Key Teaching Points
- Use arms extended wide for balance assistance in all activities
- Maintain focus point ahead rather than looking down at feet or equipment
- Progress gradually from static to dynamic balance challenges
- Emphasise slow, controlled movements over speed
- Build cooperative skills through partner and team activities
- Celebrate effort and improvement rather than perfection
- Connect balance skills to everyday life situations
Common Misconceptions
- Looking down at feet helps balance - correct by teaching forward focus point technique
- Faster movement is better - emphasise that control and balance require slower, deliberate movement
- Balance is only about not falling - explain that good balance includes recovery and adjustment
- Some people 'can't balance' - show that balance is a skill that improves with practice for everyone
SEN Adaptations
ADHD
- Regular movement breaks, clear and simple instructions, immediate positive feedback
dyspraxia
- Extra practice time, larger/softer equipment options, step-by-step breakdowns of movements
autism spectrum
- Clear routine and structure, quiet zones if needed, visual schedule of activities
visual impairment
- Use tactile markers on ropes, provide verbal descriptions of all demonstrations, buddy system for guidance
hearing impairment
- Clear visual demonstrations, hand signals for stop/start, written instruction cards available
physical disability
- Seated balance challenges, modified equipment for wheelchair users, wall support available
Cross-Curricular Links
English
Descriptive vocabulary for movement, listening skills during instructions, communication with partners
Maths
Counting balance hold times, measuring distances travelled, understanding angles and directions during movement
Science
Forces and gravity affecting balance, how muscles work together for stability, understanding centre of gravity
PSHE
Building confidence and resilience, supporting others, managing emotions during challenges, celebrating differences in ability
Teacher Guidance
Positioning
Central position during warm-up for visibility, move around groups during skill practice, edge of area during games for oversight
Observation Focus
Watch for correct arm positioning, focus point use, controlled movement, supportive peer interactions
Intervention Points
Step in if students show unsafe risk-taking, provide additional support for struggling learners, extend challenges for confident students
Demonstration Notes
Always demonstrate with exaggerated movements for clarity, show both correct technique and common errors, use students as positive examples when appropriate
Verbal Cues
- •'Arms out wide like a bird!'
- •'Find something still to look at!'
- •'Slow and controlled movements!'
- •'Support your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles and furniture
Surface Check
Clean, dry, non-slip surface essential for balance activities
Equipment Safety
Safety Checks
- •Check ropes have no frayed edges or knots
- •Beanbags checked for split seams or loose filling
- •Benches stable and splinter-free if used
Risk Management
Key Risks
- •Falls during balance activities
- •Collisions during movement games
- •Slipping on equipment
Risk Mitigation
- •Progressive skill building from easy to challenging
- •Clear spatial boundaries and awareness teaching
- •Appropriate challenge level for each student
- •Immediate feedback on unsafe practices
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during balance activities
- •Monitor equipment use and placement
- •Watch for overconfidence leading to unsafe practices
Emergency Procedures
Stop activity immediately, assess injury, apply first aid as appropriate, contact office if medical attention needed