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Lesson 7 - Control and Balance Development

Fitness Components Challenge

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Year 5

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Health Related Fitness

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45 min

Big Question

How can we use our muscles and mind to achieve perfect balance in static and dynamic positions?

Learning Objectives

To develop control whilst balancing in static and dynamic positions
To understand which muscles help maintain balance and stability
To apply balance skills in various challenging activities

Key Outcomes

Students will demonstrate controlled balance on one and two feet
Students will identify key muscle groups used for balance
Students will apply balance skills in circuit activities with increasing challenge

Equipment & Resources Required

Balance Dome

Place at station D with clear space around each

Alternative: Wobble cushions, half tennis balls

Sun Markers

Use to mark circuit stations clearly

Alternative: Cones, hoops, poly spots

Balls

One per pair at station A

Alternative: Small balls, tennis balls

Benches

Can be used upturned for greater challenge

Alternative: Balance beams, chalk lines on floor

Cones

5 cones arranged in semi-circle at station E

Alternative: Markers, hoops

Tennis Balls

To increase difficulty at station A

Alternative: Small throwing balls

Key Vocabulary

Balance

The ability to evenly distribute your body weight so you can remain steady

Static balance

Maintaining balance whilst staying still in one position

Dynamic balance

Maintaining balance whilst moving from one position to another

Core muscles

The muscles around your stomach and back that help keep you stable

Arabesque

A balance position where you stand on one leg with the other leg extended behind

Centre of gravity

The point where your body weight is evenly balanced

Skill Progression Pathway

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

Prior Learning

Basic understanding of body awareness and spatial orientation
Experience with simple static balances
Basic knowledge of safe movement in PE activities

Current Skills

Static balance on one foot with control
Dynamic balance whilst moving
Understanding of muscle engagement for stability

Next Steps

Complex balance sequences and routines
Balance with equipment manipulation
Applying balance skills in gymnastics and dance

Milestone Indicators

Maintains one-foot balance for 15+ seconds

Demonstrates smooth transitions between balance positions

Shows understanding of core engagement

Key Teaching Points

Balance requires focus, muscle engagement, and controlled movement
Slightly bending the standing leg provides better stability than keeping it straight
Core muscles (stomach and back) are essential for maintaining balance
Focusing eyes on a stationary point significantly improves balance performance
Static balance (staying still) and dynamic balance (while moving) require different skills
Practice on both sides is important as one side may be stronger than the other
Moving slowly and with control leads to better balance than rushing

Common Misconceptions

Keeping the standing leg completely straight provides better balance (actually, slightly bent is more stable)
Looking down at feet helps with balance (focusing on a stationary point ahead is more effective)
Holding breath helps concentration (normal breathing is important for sustained balance)
Balance is only about the legs (core muscles and arm position are equally important)
If you wobble, you're doing it wrong (small adjustments are normal and part of maintaining balance)
Balance can't be improved with practice (balance skills develop significantly with regular practice)

SEN Adaptations

ADHD

Shorter activity segments, clear and simple instructions, regular movement breaks, positive reinforcement for focus

dyspraxia

Larger, more stable equipment, additional practice time, break complex movements into smaller steps, wall support available

autism spectrum

Clear structure with visual schedule of activities, defined personal spaces, sensory break available if needed, predictable routine

visual impairment

Use verbal descriptions of balance positions, provide tactile guidance for foot placement, use bright coloured equipment for better visibility

hearing impairment

Use clear visual demonstrations, simple hand signals for 'start', 'stop', 'well done', provide written instruction cards for circuit stations

physical disability

Seated balance challenges using upper body, modified positions with chair support, focus on achievable range of movement

Cross-Curricular Links

English

Learning and using technical vocabulary, expressing ideas about balance and movement, listening and following instructions

Science

Understanding the role of muscles and bones in movement, exploring forces and balance, investigating how the inner ear affects balance

PSHE

Building resilience and perseverance, supporting others, developing self-confidence, understanding personal challenge levels

Teacher Guidance

Positioning

Move between circuit stations during main activity, central position for demonstrations and discussions

Observation Focus

Watch for application of balance techniques, engagement of core muscles, safe working practices, progression in challenge attempts

Intervention Points

Step in if students struggling with technique, safety concerns arise, or additional challenge needed for advanced students

Demonstration Notes

Always demonstrate balance positions slowly and clearly, show progression rather than just end positions, use students as positive examples where appropriate

Verbal Cues

•'Focus your eyes on something still'
•'Slightly bend that standing leg'
•'Squeeze those stomach muscles'
•'Move slowly and with control'
•'Use your whole foot to connect with the floor'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, suitable for circuit activities and group movement

Surface Check

Dry, non-slip surface essential for all balance activities, check for any wet areas

Equipment Safety

Safety Checks

•Check wobble boards are stable and appropriate for Year 5 students
•Ensure benches are secure when upturned
•Verify beanbags and balls are in good condition
•Check markers are non-slip and visible

Risk Management

Key Risks

•Falls from balance attempts
•Collisions during dynamic balance activities
•Overbalancing on equipment
•Dizziness from prolonged balance activities

Risk Mitigation

•Adequate spacing between students and activities
•Progressive skill building from simple to complex
•Clear instructions and demonstrations before activities
•Supervision and spotting where appropriate
•Alternative options for students finding activities too challenging

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all circuit stations
•Pay particular attention to beam and wobble board activities
•Monitor for students pushing beyond safe limits
•Watch for signs of fatigue affecting balance

Emergency Procedures

Stop activity immediately if student falls or reports discomfort, appropriate first aid response, contact emergency services if necessary