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Lesson 6 - Balance Through Movement

Fitness Discovery & Challenge

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Year 3

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Health Related Fitness

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45 min

Big Question

How can we use our muscles and concentration to stay balanced whilst moving?

Learning Objectives

To complete actions to develop balance
To understand the difference between static and dynamic balance
To demonstrate controlled landing techniques

Key Outcomes

Students will perform running, jumping and hopping actions with balance control
Students will identify key muscles used for balance
Students will demonstrate slow, controlled movements to maintain balance

Equipment & Resources Required

Cones

Distributed around teaching area for obstacle course

Alternative: Bean bags, markers, or any small objects

Hoops

Placed as jumping targets in activity area

Alternative: Chalk circles, rope circles, or masking tape circles

Hurdles

Set at appropriate height for Year 3 students

Alternative: Skipping ropes between cones, or lines on floor

Key Vocabulary

Static balance

Staying balanced whilst not moving

Dynamic balance

Staying balanced whilst moving

Core muscles

Muscles in your tummy and back that help you stay upright

Centre of gravity

The point in your body where your weight is balanced

Squat landing

Landing with bent knees like sitting in a chair

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing skills
Understanding of personal space
Ability to follow simple movement instructions

Current Skills

Static balance on one leg
Dynamic balance whilst moving
Controlled landing techniques
Core muscle engagement

Next Steps

Balance on unstable surfaces
Complex movement sequences
Partner balance challenges
Balance in game situations

Milestone Indicators

Can balance on one leg for 30+ seconds

Lands from jumps without wobbling

Maintains balance whilst reaching in different directions

Key Teaching Points

Balance requires both muscle control and mental concentration
Slightly bent knees provide better stability than straight legs
Core muscles are essential for maintaining balance
Controlled movements are more important than speed
Both static and dynamic balance skills are important
Practice and persistence lead to improvement in balance
Different people have different balance strengths

Common Misconceptions

Balance is only about not falling over - actually it's about controlled movement
Some people are naturally good at balance and others aren't - balance can be improved with practice
You should stand on tiptoes for better balance - using whole foot provides more stability
Looking down helps with balance - focusing eyes ahead actually helps more
Static balance is easier than dynamic balance - both have different challenges
Only leg muscles are important for balance - core muscles are equally important

SEN Adaptations

ADHD

Short activity bursts with clear transitions, movement breaks built in, clear visual boundaries, regular positive feedback

dyspraxia

Simplified movement patterns, extra practice time, larger targets/cones, step-by-step skill breakdown

autism spectrum

Clear visual schedule of activities, consistent routines, quiet zone available, advance warning of activity changes

visual impairment

Clear verbal descriptions of demonstrations, tactile boundaries using rope/cones, partner support for spatial awareness

hearing impairment

Visual demonstrations with clear gestures, written instruction cards, tap signals for attention

physical disability

Seated balance activities, supported standing positions, modified equipment heights, wheelchair balance challenges

Cross-Curricular Links

Maths

Counting during balance holds, measuring distances for jumps, timing activities, shapes when forming groups

Science

Understanding forces and gravity affecting balance, muscle groups and how they work, coordination between brain and body

Geography

Spatial awareness during movement, understanding directions for forward/backward movements

PSHE

Perseverance when activities are challenging, supporting others during group work, setting personal goals for improvement

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally for demonstrations

Observation Focus

Balance duration and stability; Controlled landing technique; Use of correct muscles for balance; Cooperation during group activities

Intervention Points

["Step in if students becoming frustrated with balance challenges", "Correct unsafe landing techniques immediately", "Support students who are struggling with group cooperation"]

Demonstration Notes

Always demonstrate with exaggerated movements for visibility, show common mistakes to avoid, use students as positive examples when appropriate

Verbal Cues

•'Bend that standing knee!'
•'Focus your eyes ahead!'
•'Soft landings with bent knees!'
•'Use your arms for balance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for movement activities

Surface Check

Even, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Hurdles set at appropriate height for Year 3 students
•Cones placed with adequate spacing to prevent collisions
•Hoops checked for cracks or sharp edges

Risk Management

Key Risks

•Falls from loss of balance
•Collisions during movement activities
•Overexertion in hopping activities
•Frustration leading to unsafe attempts

Risk Mitigation

•Adequate spacing between students during all activities
•Progressive skill building from static to dynamic balance
•Emphasis on controlled movements over speed
•Clear stop signals and safety instructions

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor fatigue levels during hopping/jumping
•Watch for students attempting beyond their ability

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid and ensure other students are supervised