Lesson 2 - Creating Balances with Shapes
Movement Stories
•Year 2
•Gymnastics
•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 use different body shapes to create strong, still balances that show control and creativity?
Learning Objectives
- To use gymnastic shapes to create controlled balances
- To plan and repeat simple sequences of balance actions
- To demonstrate body tension and control when balancing
Key Outcomes
- Students will perform balances using at least 3 different gymnastic shapes with control
- Students will create and repeat a sequence of 3 linked balances
- Students will demonstrate strong body tension and stillness for 5 seconds in each balance
Equipment & Resources Required
Spread evenly around teaching area with walking space between each mat
Alternative: Carpet squares, yoga mats, or designated floor spaces
Teacher carries for signalling freeze moments
Alternative: Hand claps, bell, or verbal signals
Key Vocabulary
Squeezing muscles to make them hard and strong for stability
Body stretched wide with arms and legs apart like a starfish
Body folded in half with straight legs, like touching toes
Staying still and controlled in one position without falling
A series of movements linked together in order
Different parts of our body we can balance on - hands, feet, bottom, back
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of straight, tuck, star shapes from previous lesson
- Ability to travel safely around equipment
- Understanding of personal space and control
Current Skills
- Using shapes to create balanced positions
- Developing body tension for stability
- Linking movements into simple sequences
- Balancing on different body parts
Next Steps
- Creating more complex balance sequences
- Adding travelling movements between balances
- Partner and group balance work
- Using apparatus for elevated balances
Milestone Indicators
Key Teaching Points
- Body tension is essential for stable balances - muscles must be 'squeezed hard'
- Every balance should be held still for a full 5 seconds to show control
- Shapes from previous learning can be modified to create new balance challenges
- Sequences should flow smoothly from one balance to the next with good transitions
- Partner work requires patience, clear communication and mutual support
- Different levels (high, medium, low) add variety and interest to sequences
- Safety comes first - students should work within their personal limits
Common Misconceptions
- That balances are easy and don't require much effort - emphasise the skill and control needed
- That wobbling is acceptable - stress the importance of stillness and control
- That any position counts as a balance - clarify criteria for successful balances
- That sequences are just separate balances - explain the importance of flow and transitions
- That difficult balances are always better - emphasise control over complexity
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks and varied activities
dyspraxia
- Give extra practice time for sequences, break down balances into smaller steps, provide additional demonstrations and support
autism spectrum
- Provide clear routine and predictable structure, use visual schedule of activities, allow quiet processing time between activities
visual impairment
- Use verbal descriptions of all shapes and balances, provide tactile guidance for body positioning, pair with sighted buddy for movement activities
hearing impairment
- Use clear visual demonstrations for all instructions, develop hand signals for common commands, ensure visual contact before giving instructions
physical disability
- Modify balances for seated or supported positions, use chair or wall support as needed, focus on achievable shapes and holds
Cross-Curricular Links
English
Following complex instructions, using descriptive vocabulary for body shapes, communicating clearly when teaching sequences
Maths
Counting 5-second holds, recognising and creating geometric shapes with bodies, sequencing numbers 1-6 for balance order
Science
Understanding muscle tension and body systems, exploring gravity and balance forces, investigating stability principles
PSHE
Building resilience when facing challenges, developing self-confidence through achievement, showing empathy and encouragement to partners
Teacher Guidance
Positioning
Move around perimeter of area during travelling activities, central position for demonstrations and discussions
Observation Focus
Watch for body tension application, balance control and duration, safe partner interactions, sequence memory and flow
Intervention Points
Step in if partner work becomes unsafe, provide support for students struggling with balance concepts, redirect if activities become too challenging
Demonstration Notes
Use clear, exaggerated demonstrations for all balances, emphasise contrast between loose and tense muscles, show progression from easy to challenging balances
Verbal Cues
- •'Squeeze those muscles hard!'
- •'Still as a statue!'
- •'Hold it... 3, 4, 5!'
- •'Flow from one balance to the next'
- •'Strong body tension throughout'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 12m hall space, clear of obstacles with adequate ceiling height
Surface Check
Dry, non-slip surface free from hazards, mats checked for wear and positioned securely
Equipment Safety
Safety Checks
- •Check mats are in good condition with no tears or damage
- •Ensure mats lie flat with no curled edges
- •Verify adequate padding thickness for balance work
- •Position mats with safe spacing for movement between
Risk Management
Key Risks
- •Falls from balances
- •Collisions during travelling activities
- •Overexertion attempting difficult balances
- •Partner interactions during tension testing
Risk Mitigation
- •Progressive skill building from simple to complex balances
- •Clear boundaries for travelling activities
- •Emphasis on working within personal limits
- •Supervised partner work with safety guidelines
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during balance attempts
- •Monitor partner activities closely for appropriate interaction
- •Watch for signs of fatigue or frustration
- •Intervene if students attempt balances beyond their capability
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if medical attention needed