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Lesson 7 - Balance and Control Development

Fitness Assessment & Goals

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Year 6

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Health Related Fitness

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45 min

Big Question

How can we use our muscles to maintain perfect balance in challenging situations?

Learning Objectives

To develop control whilst balancing in static and dynamic situations
To understand which muscles help maintain balance and stability
To demonstrate controlled movement patterns during balance challenges

Key Outcomes

Students will demonstrate controlled balance in various positions and movements
Students will identify key muscles used for balance and stability
Students will show improved coordination and body awareness through balance activities

Equipment & Resources Required

Game Balls

Positioned at station D with adequate space around each

Alternative: Cushions, small mats, or foam pads

Base Stations

Used for various station setups and positioning

Alternative: Poly spots, small cones, or chalk circles

Balls

One per pair at station A

Alternative: Small balls, juggling balls, or soft objects

Benches

Can be used upturned for advanced challenge or normal way up for support

Alternative: Low balance beams, wooden planks, or lines on floor

Cones

Arranged in semi-circles for reaching activities

Alternative: Plastic bottles, markers, or small objects

Tennis Balls

Advanced option for station A catching activities

Alternative: Small rubber balls or juggling balls

Key Vocabulary

Balance

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

Static Balance

Maintaining balance whilst stationary in one position

Dynamic Balance

Maintaining balance whilst moving or changing position

Core Muscles

The muscles in your stomach and back that help keep your body stable

Proprioception

Your body's ability to sense where it is in space

Centre of Gravity

The point where your body weight is evenly distributed

Arabesque

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

Skill Progression Pathway

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

Prior Learning

Basic understanding of body parts and movement
Experience with simple balance activities
Awareness of safety in movement activities

Current Skills

Static balance on one foot with control
Dynamic balance during movement
Understanding of muscle groups for stability
Balance whilst performing additional tasks

Next Steps

Complex balance sequences and routines
Advanced proprioceptive challenges
Balance in sport-specific contexts
Teaching balance skills to younger students

Milestone Indicators

Can hold static balance positions for 15+ seconds

Demonstrates smooth transitions between balance positions

Shows awareness of body position and adjustment strategies

Can perform balance tasks whilst multitasking

Key Teaching Points

Balance requires even distribution of body weight to remain steady
Static balance (stationary) and dynamic balance (moving) require different skills
Core muscles (abdominals and glutes) are essential for maintaining stability
Visual focus on a stationary object helps maintain balance
Slight bend in supporting leg reduces joint stress and improves balance
Slow, controlled movements develop better balance than fast, rushed actions
Practice and repetition improve proprioception and balance confidence

Common Misconceptions

That you need to keep legs completely straight when balancing - correct with slight bend in standing leg
That looking down at feet helps balance - correct by encouraging forward focus
That fast movements show better balance skills - emphasise slow, controlled movement
That balance is only about leg strength - explain importance of core muscles
That some people 'can't balance' - reinforce that balance improves with practice
That closing eyes doesn't affect balance - demonstrate the importance of visual input

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and structure, use positive reinforcement frequently, allow for movement breaks between static activities

dyspraxia

Use larger equipment for better grip and control, provide extra time for skill development, break down movements into smaller steps, offer additional demonstrations and practice time

autism spectrum

Provide clear structure and routine in circuit rotations, use visual schedules for activities, offer quiet space if overstimulated, maintain consistent routines and expectations

visual impairment

Use verbal descriptions for all demonstrations, provide tactile guidance for balance positions, ensure clear audio cues for activities, use bright coloured equipment for any residual vision

hearing impairment

Use clear visual demonstrations and gestures, provide written instruction cards at stations, use visual signals for rotations, ensure face-to-face communication for instructions

physical disability

Adapt balance challenges to seated positions where appropriate, use wall support or adapted equipment, modify activities to individual capabilities, focus on achievable personal goals

Cross-Curricular Links

Maths

Spatial awareness and geometry in balance positions, timing and counting in activities, measurement of distances and angles

Science

Understanding muscle groups and how they work together, proprioception and sensory systems, forces and stability in physics

Art

Body positions and lines in arabesque relate to artistic expression and dance, appreciation of form and movement

Geography

Spatial awareness and mapping concepts, understanding of centre points and positioning

PSHE

Perseverance and resilience when facing challenges, cooperation and support in partner activities, self-awareness and reflection

Teacher Guidance

Positioning

Rotate between circuit stations during main activity, positioning for maximum visibility and safety oversight

Observation Focus

Look for controlled movement, proper technique, safety awareness, and positive social interaction during partner work

Intervention Points

Step in immediately for unsafe practices, provide technique guidance when students struggling, encourage positive peer interaction

Demonstration Notes

Always demonstrate balance positions slowly and clearly, exaggerate key teaching points for visibility, show both correct and incorrect technique for comparison

Verbal Cues

•'Slow and controlled movements!'
•'Use your whole foot to connect with the ground!'
•'Focus your eyes on something that's not moving!'
•'Engage your core muscles!'
•'Take your time - quality over speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles, with additional space around circuit stations

Surface Check

Clean, dry, non-slip surface essential for balance activities. Check for any wet patches or debris

Equipment Safety

Safety Checks

•Balance domes must be stable and checked for damage
•Benches securely positioned and checked for stability when upturned
•All small equipment (beanbags, balls) in good condition and appropriate size
•Cones and markers positioned securely and visible

Risk Management

Key Risks

•Falls from balance equipment or during balance challenges
•Collisions between students during dynamic activities
•Overconfidence leading to unsafe attempts
•Dizziness from balance challenges

Risk Mitigation

•Clear spacing between students and stations
•Partner spotting systems at appropriate stations
•Progressive skill building from simple to complex
•Emphasis on controlled movement over speed
•Regular safety reminders and checks

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all stations during circuit
•Monitor balance dome station closely for safe dismounts
•Watch for students experiencing dizziness or difficulty
•Ensure safe transitions between activities

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear area around injured student, contact office if needed