Lesson 6 - Movement & Balance Skills
Fitness Challenge Awareness
•Year 4
•Health Related Fitness
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How can we use our muscles and concentration to stay balanced whilst moving and stationary?
Learning Objectives
- To complete actions to develop balance control
- To identify muscles that help maintain balance
- To link running and jumping actions with balance and control
Key Outcomes
- Students will demonstrate improved static and dynamic balance
- Students will understand the difference between static and dynamic balance
- Students will identify key muscles used for balance control
Equipment & Resources Required
Distributed around teaching area, 5 in semi-circle for standing reaches
Alternative: Markers, bean bags, water bottles
Spread around teaching area for jumping activities
Alternative: Chalk circles, rope circles laid flat
Low height for leaping practice, adjustable for differentiation
Alternative: Cones with bands, pool noodles on cones, agility sticks
Key Vocabulary
The ability to stay in control of your body movement, either whilst stationary (static) or moving (dynamic)
Maintaining balance whilst staying still in one position
Maintaining balance whilst moving or changing position
The muscles around your middle that help keep you stable and balanced
The area beneath you that supports your weight
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing skills
- Simple balance activities on two feet
- Understanding of body parts and muscles
Current Skills
- Static balance on one leg
- Dynamic balance whilst moving
- Controlled jumping, leaping and hopping
- Understanding balance muscles
Next Steps
- Complex balance sequences
- Balance with equipment manipulation
- Advanced dynamic balance challenges
Milestone Indicators
Key Teaching Points
- Balance requires bent knees and focused eyes
- Core muscles are essential for stability
- Static and dynamic balance are different skills
- Both legs need equal practice and development
- Slow controlled movements improve balance
- Personal challenge is more important than comparison
- Daily practice helps improve balance skills
Common Misconceptions
- That balance only involves leg strength - emphasise core muscles and focus
- That one leg being stronger means weakness - explain natural dominance
- That fast movements improve balance - stress slow controlled practice
- That static balance is easier - show both have different challenges
- That eyes don't matter for balance - demonstrate importance of visual focus
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular movement breaks, praise for focus
dyspraxia
- Simplified movement patterns, extra practice time, break down skills into smaller steps
autism spectrum
- Clear routine structure, visual activity schedule, quiet space available if needed
visual impairment
- Use tactile markers for cone positions, verbal descriptions of all movements, buddy system for safety
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for start/stop
physical disability
- Seated balance activities, upper body balance challenges, modified equipment heights
Cross-Curricular Links
Maths
Counting seconds for balance holds, measuring distances for jumping, geometry of body positions
Science
Understanding balance and the inner ear, muscles and how they work, forces and stability
PSHE
Determination and resilience, supporting others, personal challenges and goal setting
Teacher Guidance
Positioning
Central position for warm-up, circulate during skill practice, return to central for demonstrations
Observation Focus
Watch for correct balance techniques, safety awareness, and individual progress
Intervention Points
Step in if students struggling with technique or attempting unsafe challenges
Demonstration Notes
Use exaggerated movements to show techniques clearly, demonstrate both correct and incorrect forms for clarity
Verbal Cues
- •'Bend that standing knee!'
- •'Focus your eyes on something still!'
- •'Squeeze those tummy muscles!'
- •'Slow and controlled movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space or outdoor area, minimum 20m x 30m for equipment setup and movement
Surface Check
Non-slip surface essential for balance activities, check for any wet or slippery areas
Equipment Safety
Safety Checks
- •Cones positioned with adequate spacing to prevent collisions
- •Hurdles set at appropriate low height for Year 4 students
- •Hoops laid flat and secure, check for cracks or damage
Risk Management
Key Risks
- •Falls during balance activities
- •Collisions between students during movement
- •Overconfidence leading to unsafe attempts
Risk Mitigation
- •Adequate personal space for all balance activities
- •Progressive skill building from simple to complex
- •Clear boundaries and safety instructions
- •Teacher positioned for optimal supervision
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during balance challenges
- •Monitor closely during dynamic balance activities
- •Watch for students attempting beyond their ability
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear area for emergency access