Lesson 6 - Balance Through Movement
Fitness Discovery & Challenge
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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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
Distributed around teaching area for obstacle course
Alternative: Bean bags, markers, or any small objects
Placed as jumping targets in activity area
Alternative: Chalk circles, rope circles, or masking tape circles
Set at appropriate height for Year 3 students
Alternative: Skipping ropes between cones, or lines on floor
Key Vocabulary
Staying balanced whilst not moving
Staying balanced whilst moving
Muscles in your tummy and back that help you stay upright
The point in your body where your weight is balanced
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
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