Lesson 1 - Balance and Hopping Mastery
Confident Movers & Challenges
•Year 2
•Fundamental Movement Skills
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How can I use my eyes, arms and body to balance like a gymnast?
Learning Objectives
- To develop static and dynamic balance using different body positions
- To master hopping technique with control and coordination
- To understand how visual focus and arm positioning support balance
Key Outcomes
- Students will demonstrate controlled balance on one foot for 3+ seconds
- Students will hop with alternating legs showing good coordination
- Students will explain how eyes and arms help maintain balance
Equipment & Resources Required
Scrunch into soft balls for throwing safety
Alternative: Coloured bands, playground cones
Arranged 1 metre apart for figure-of-8 walking
Alternative: Markers, playground cones
Check for holes or loose filling before use
Alternative: Small cushions, balance blocks
Ensure clear sound across whole area
Alternative: Whistle for timing, mobile phone speaker
Create circuit with 6-8 stations around perimeter
Alternative: Ropes: masking tape lines, Hoops: chalk circles, Bars: cones with pool noodles
Key Vocabulary
Keeping your body steady and controlled without falling
Jumping repeatedly on one foot with control
Standing on one leg with the other foot raised
Arms stretched out to the sides for balance
Walking in a straight line with heel touching toe
Looking at one spot to help maintain balance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running skills
- Simple jumping with two feet
- Understanding of personal space
Current Skills
- Static balance on one foot
- Dynamic balance whilst moving
- Hopping with control and coordination
Next Steps
- Balance on apparatus and beams
- Skipping and galloping movements
- Combining balance with object manipulation
Milestone Indicators
Key Teaching Points
- Arms out to sides provide stability during balance activities
- Visual focus on one spot significantly improves balance control
- Slow, controlled movements are more effective than rushing
- Heel-to-toe walking requires concentration and practice
- Hopping uses arms for momentum and balance
- Everyone has a preferred leg for balance - this is normal
- Practice and persistence improve balance more than natural ability
Common Misconceptions
- Misconception: 'I can't balance because I'm not good at it' - Truth: Balance improves with practice and technique
- Misconception: 'Faster movement shows better skill' - Truth: Control and technique matter more than speed
- Misconception: 'Arms don't help with balance' - Truth: Arms are crucial for maintaining stability
- Misconception: 'Looking around helps you balance' - Truth: Fixed visual focus improves balance control
- Misconception: 'Some people just can't hop' - Truth: Hopping technique can be learned and improved
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks, immediate positive feedback
dyspraxia
- Extra demonstration time, break skills into smaller steps, allow longer practice time
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use bright coloured equipment, provide verbal descriptions of demonstrations, buddy system for guidance
hearing impairment
- Use visual signals for starts/stops, ensure students can see teacher clearly, written instruction cards
physical disability
- Seated balance variations, upper body balance challenges, adapted equipment heights
Cross-Curricular Links
Science
Understanding centre of gravity, forces in balance, how the body works to maintain stability
PSHE
Perseverance when activities are challenging, supporting others, celebrating different achievements
Teacher Guidance
Positioning
Move around perimeter during activities to observe all students, position centrally for demonstrations
Observation Focus
Watch for use of arms in balance, visual focus techniques, safe movement between activities
Intervention Points
Step in if students struggling with basic balance, provide extra support for less confident learners
Demonstration Notes
Always demonstrate with exaggerated movements so all students can see clearly, show both good and less good examples
Verbal Cues
- •'Aeroplane arms out wide!'
- •'Find your focus spot!'
- •'Slow and steady wins!'
- •'Heel touches toe!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground, minimum 15m x 20m clear space
Surface Check
Non-slip surface, free from water, debris or obstacles
Equipment Safety
Safety Checks
- •Check bean bags for holes or loose filling before use
- •Ensure cones have no sharp edges or cracks
- •Test music system volume - not too loud to hear instructions
Risk Management
Key Risks
- •Falls when losing balance during challenging positions
- •Collisions during tag game or when moving around space
- •Dizziness from extended balance activities
Risk Mitigation
- •Adequate spacing between students during balance activities
- •Teach safe falling technique - step out rather than fall
- •Regular breaks and water if needed
- •Clear boundaries and movement rules for tag games
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during scattered activities
- •Move around space to support individuals during challenges
- •Watch for fatigue affecting safety and technique
Emergency Procedures
Standard first aid procedures, school emergency protocols, ensure clear access to exit