❤️

Lesson 8 - Agility, Balance & Coordination

Playful Movement Challenges

•

Year 2

•

Health Related Fitness

•

1h 10min

Big Question

How can we train our bodies to move quickly, stay balanced, and coordinate our movements like professional athletes?

Learning Objectives

To develop fundamental movement skills through agility, balance and coordination activities
To demonstrate control and rhythm in various movement patterns
To work cooperatively in team challenges whilst maintaining personal safety

Key Outcomes

Students will perform ladder drills with improved technique and control
Students will demonstrate balance during quick directional changes
Students will show coordination between upper and lower body movements

Equipment & Resources Required

Speed Ladders

Place in parallel lines with 2m spacing between each ladder

Alternative: Chalk lines, tape lines, or base stations

Cones

Position 5m beyond end of each ladder as sprint targets

Alternative: Bean bags or markers

Balls

5 (optional)

For extension activity - hand holding only

Alternative: Bean bags or soft balls

Key Vocabulary

Agility

The ability to move quickly and change direction with control

Balance

Keeping your body stable and controlled during movement

Coordination

Using different parts of your body together smoothly

Rhythm

Moving in a steady, regular pattern

Footwork patterns

Special ways of placing your feet in sequence

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic locomotor skills: running, jumping, hopping
Simple balance activities on one and two feet
Following simple movement instructions

Current Skills

Complex footwork patterns requiring coordination
Dynamic balance during multi-directional movements
Agility skills with quick changes of direction

Next Steps

Sport-specific agility training
Reaction time and decision-making drills
Advanced coordination with equipment manipulation

Milestone Indicators

Smooth rhythm through ladder patterns

Maintained balance during quick direction changes

Upper and lower body coordination during movement

Key Teaching Points

Emphasise control and technique over speed throughout all activities
Use arms actively to support balance and rhythm in movement patterns
Maintain light foot contact - land on balls of feet for quick reactions
Progress systematically from simple to complex patterns to build confidence
Foster supportive team environment where mistakes are learning opportunities
Connect ladder training to real sports applications to increase engagement
Focus on personal improvement and effort rather than comparison with others

Common Misconceptions

Misconception: 'Faster is always better' - Correction: 'Control and technique create the foundation for speed'
Misconception: 'You need to be naturally coordinated' - Correction: 'Coordination improves with practice and persistence'
Misconception: 'Mistakes mean you're not good at it' - Correction: 'Mistakes show you're challenging yourself and learning'
Misconception: 'Agility training is only for sports' - Correction: 'These skills help in many daily activities and movement'
Misconception: 'Arms don't matter for footwork' - Correction: 'Arms provide balance, rhythm and power for movement'

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries and expectations, regular movement breaks, specific roles in team activities

dyspraxia

Slower pattern progression, additional demonstration time, larger equipment (base stations), simplified sequences

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues

visual impairment

Use brightly coloured ladders or tape, provide verbal descriptions of patterns, buddy system for guidance

hearing impairment

Visual demonstrations with clear hand signals, written pattern cards, use of visual cues for transitions

physical disability

Adapt patterns for wheelchair users, use upper body movements, modify distances and complexity

Cross-Curricular Links

Maths

Counting patterns and sequences in footwork, measuring distances for equipment setup, timing intervals for activities

Science

Understanding balance and centre of gravity, forces in jumping and landing, coordination of muscular system

PSHE

Perseverance when facing challenges, cooperation in team activities, encouraging others and building confidence

Teacher Guidance

Positioning

Central position where all 5 ladder stations visible, move between groups for individual feedback

Observation Focus

Technique quality over speed in all patterns; Balance and control during direction changes; Cooperation and encouragement within groups; Signs of fatigue or frustration

Intervention Points

["Step in if students prioritise speed over technique", "Provide individual support for struggling students", "Address any negative peer interactions immediately", "Adjust challenge level if patterns too difficult"]

Demonstration Notes

Always demonstrate slowly first, then at full speed. Exaggerate key technique points. Use students as positive examples when appropriate. Connect movements to familiar activities or sports.

Verbal Cues

•'Light feet, quick steps!'
•'Use your arms for balance!'
•'Control first, then speed!'
•'Well done for persevering!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m, clear flat surface, adequate runoff space beyond ladders

Surface Check

Dry, non-slip surface free from holes or obstacles, indoor or outdoor suitable

Equipment Safety

Safety Checks

•Speed ladders flat and secure - no raised sections
•Cones placed at safe distance (5m) from ladder ends
•Regular checks that ladders haven't moved during activity

Risk Management

Key Risks

•Slips and falls during quick movements
•Collisions between students in adjacent lanes
•Tripping on ladder rungs
•Fatigue leading to poor control

Risk Mitigation

•Adequate spacing (2m) between ladder lanes
•Clear 'go' and 'stop' signals for each activity
•Progressive skill building from simple to complex patterns
•Emphasis on control over speed throughout
•Regular rest periods built into rotation system

Supervision & Emergency Procedures

Supervision Points

•Position to observe all 5 groups simultaneously
•Move between groups to provide close observation
•Watch for fatigue or loss of control
•Monitor group interactions during competitive elements

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students remain safely positioned