Lesson 8 - Agility, Balance & Coordination
Playful Movement Challenges
•Year 2
•Health Related Fitness
•Start Planning Better PE Lessons
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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
Place in parallel lines with 2m spacing between each ladder
Alternative: Chalk lines, tape lines, or base stations
Position 5m beyond end of each ladder as sprint targets
Alternative: Bean bags or markers
For extension activity - hand holding only
Alternative: Bean bags or soft balls
Key Vocabulary
The ability to move quickly and change direction with control
Keeping your body stable and controlled during movement
Using different parts of your body together smoothly
Moving in a steady, regular pattern
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
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