Lesson 7 - Control and Balance Development
Fitness Components Challenge
•Year 5
•Health Related Fitness
•Start Planning Better PE Lessons
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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
Place at station D with clear space around each
Alternative: Wobble cushions, half tennis balls
Use to mark circuit stations clearly
Alternative: Cones, hoops, poly spots
One per pair at station A
Alternative: Small balls, tennis balls
Can be used upturned for greater challenge
Alternative: Balance beams, chalk lines on floor
5 cones arranged in semi-circle at station E
Alternative: Markers, hoops
To increase difficulty at station A
Alternative: Small throwing balls
Key Vocabulary
The ability to evenly distribute your body weight so you can remain steady
Maintaining balance whilst staying still in one position
Maintaining balance whilst moving from one position to another
The muscles around your stomach and back that help keep you stable
A balance position where you stand on one leg with the other leg extended behind
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
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