Lesson 5 - Arm Balances and Flow Creation
Inner Strength Development
•Year 4
•Yoga
•Start Planning Better PE Lessons
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How can we use breath and mindful movement to develop strength and balance in challenging yoga poses?
Learning Objectives
- To develop strength and control in arm balance poses
- To create and perform a flowing yoga sequence
- To use mindful breathing to enhance balance and focus
Key Outcomes
- Students will demonstrate improved strength and control in arm balance poses
- Students will create an 8-pose yoga flow incorporating arm balances
- Students will show understanding of how breathing affects balance and control
Equipment & Resources Required
Arrange in grid formation with adequate space between mats
Alternative: Towels or carpet squares for individual space
Laminated cards placed between pairs for easy reference
Alternative: Visual displays on wall or teacher demonstration
Available for students ready for extension activities
Alternative: Advanced pose posters or teacher-led progressions
Set up before lesson with 'Breathe' and 'Hawaii' tracks ready
Alternative: Smartphone with speaker or quiet environment
Key Vocabulary
A yoga pose where the body weight is supported primarily by the arms and hands
A series of yoga poses that connect smoothly from one to the next
A respectful greeting meaning 'the light in me honours the light in you'
Conscious control of breath to calm the mind and enhance focus
The movement from one yoga pose to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic yoga poses and breathing techniques
- Understanding of balance and body awareness
- Experience with partner work and creating sequences
Current Skills
- Arm balance poses with progressive difficulty
- Flow creation with partner collaboration
- Advanced breathing techniques for balance
Next Steps
- More complex arm balances and inversions
- Independent flow creation and teaching
- Integration of yoga philosophy and mindfulness
Milestone Indicators
Key Teaching Points
- Arm balances require patience and progressive skill building - never rush the process
- Breath control is essential for maintaining balance and focus in challenging poses
- Slow, mindful transitions are more important than achieving advanced poses
- Partner support and encouragement create a positive learning environment
- Yoga is about personal progress, not comparison with others
- Safety comes first - students should listen to their bodies and avoid forcing poses
- The principles learned in yoga (mindfulness, patience, control) apply to daily life
Common Misconceptions
- Thinking arm balances require only upper body strength - actually need core stability and proper technique
- Believing faster movement makes poses easier - slower, controlled movement provides better balance
- Assuming advanced poses are the goal - foundation poses with good form are more valuable
- Thinking yoga is only about flexibility - strength, balance, and mindfulness are equally important
- Believing some people 'can't do yoga' - every body can benefit from adapted yoga practice
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement and breathing for focus
dyspraxia
- Simplify sequences, provide extra practice time, use larger props or supports, focus on building confidence
autism spectrum
- Provide clear routine structure, offer quiet space for breaks, use visual schedule for lesson progression
visual impairment
- Provide tactile guidance for hand placement, use verbal cues for all demonstrations, pair with sighted partner for support
hearing impairment
- Use visual demonstration cards, provide written instructions, use visual signals for transitions
physical disability
- Adapt arm balances to seated or supported positions, use props like blocks or walls, focus on accessible poses
Cross-Curricular Links
English
Following instruction cards, giving clear feedback, using descriptive language for movement
Maths
Counting breaths, timing pose holds, sequencing flows, spatial awareness in partner work
Science
Understanding muscle strength and balance, breathing and oxygen exchange, body systems during exercise
Art
Creating flowing movement sequences, appreciation of aesthetic beauty in poses, creative expression through movement
PSHE
Building resilience through challenge, developing patience and self-awareness, respectful collaboration
Teacher Guidance
Positioning
Move around space during activities to observe all students, remain visible during demonstrations
Observation Focus
Watch for proper progression through arm balance stages, breath control, and partner collaboration
Intervention Points
Step in if students attempt poses beyond their ability, provide support for breathing difficulties, guide partner communication
Demonstration Notes
Demonstrate all poses slowly with clear verbal instruction, show modifications for different abilities, model respectful yoga etiquette throughout
Verbal Cues
- •'Breathe slowly and deeply'
- •'Move with control, not speed'
- •'Listen to your body'
- •'Practice patience with yourself'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum teaching space 10m x 10m with yoga mats providing individual practice areas
Surface Check
Clean, non-slip surface suitable for yoga mats, free from dust or debris
Equipment Safety
Safety Checks
- •Check yoga mats are clean and provide adequate grip
- •Ensure instruction cards are laminated and have no sharp edges
- •Audio equipment positioned safely away from movement area
Risk Management
Key Risks
- •Wrist strain from arm balances
- •Falls when attempting balancing poses
- •Overexertion or forcing poses beyond ability
Risk Mitigation
- •Progressive skill building through staged arm balance cards
- •Emphasis on slow, controlled movements
- •Partner system for support and observation
- •Clear instruction to listen to body and avoid forcing poses
Supervision & Emergency Procedures
Supervision Points
- •Monitor wrist alignment during arm balances
- •Watch for signs of fatigue or overexertion
- •Ensure students progress through stages appropriately
Emergency Procedures
Stop activity immediately for any injury, assess severity, provide appropriate first aid, contact school medical officer if needed