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Lesson 1 - Balancing and Moving with Control

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 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

Ropes

1 per student (30)

Laid out in straight lines across teaching area

Alternative: Chalk lines, masking tape, PE markers

Balls

1 per student (30)

Stored in container for easy distribution

Alternative: Small balls, hoops, cones

Benches

5 (optional)

Upturned for narrow balancing surface if used

Alternative: Balance beams, low equipment

Cones

Mark teaching area boundaries and group stations

Alternative: Spots, hoops

Key Vocabulary

Balance

Keeping your body steady and in control without falling

Static balance

Staying balanced while standing still

Dynamic balance

Staying balanced while moving

Base of support

The part of your body touching the ground that helps you balance

Centre of gravity

The middle point of your body that affects your balance

Focus point

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

Can hold one-foot balance for 5+ seconds consistently

Shows controlled movement along narrow surfaces

Demonstrates quick recovery when balance is challenged

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