🎓

Lesson 1 - Balance and Hopping Mastery

Confident Movers & Challenges

•

Year 2

•

Fundamental Movement Skills

•

1h 17min

Big Question

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

Coloured Bibs

Scrunch into soft balls for throwing safety

Alternative: Coloured bands, playground cones

Cones

30 (15 pairs)

Arranged 1 metre apart for figure-of-8 walking

Alternative: Markers, playground cones

Balls

30 (1 per student)

Check for holes or loose filling before use

Alternative: Small cushions, balance blocks

Tunnel Systems

Ensure clear sound across whole area

Alternative: Whistle for timing, mobile phone speaker

PE Equipment

Varied

Create circuit with 6-8 stations around perimeter

Alternative: Ropes: masking tape lines, Hoops: chalk circles, Bars: cones with pool noodles

Key Vocabulary

Balance

Keeping your body steady and controlled without falling

Hopping

Jumping repeatedly on one foot with control

Flamingo position

Standing on one leg with the other foot raised

Aeroplane arms

Arms stretched out to the sides for balance

Heel-to-toe walking

Walking in a straight line with heel touching toe

Visual focus

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

Holds flamingo balance for 3+ seconds

Hops 10+ times without losing balance

Demonstrates smooth heel-to-toe walking

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