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Lesson 6 - Movement & Balance Skills

Fitness Challenge Awareness

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Year 4

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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 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

Cones

Distributed around teaching area, 5 in semi-circle for standing reaches

Alternative: Markers, bean bags, water bottles

Hoops

Spread around teaching area for jumping activities

Alternative: Chalk circles, rope circles laid flat

Hurdles

Low height for leaping practice, adjustable for differentiation

Alternative: Cones with bands, pool noodles on cones, agility sticks

Key Vocabulary

Balance

The ability to stay in control of your body movement, either whilst stationary (static) or moving (dynamic)

Static Balance

Maintaining balance whilst staying still in one position

Dynamic Balance

Maintaining balance whilst moving or changing position

Core Muscles

The muscles around your middle that help keep you stable and balanced

Base of Support

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

Can balance on one leg for 10+ seconds

Demonstrates controlled landings consistently

Shows understanding of balance muscle groups

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