Lesson 7 - Balance and Control Development
Fitness Assessment & Goals
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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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
Positioned at station D with adequate space around each
Alternative: Cushions, small mats, or foam pads
Used for various station setups and positioning
Alternative: Poly spots, small cones, or chalk circles
One per pair at station A
Alternative: Small balls, juggling balls, or soft objects
Can be used upturned for advanced challenge or normal way up for support
Alternative: Low balance beams, wooden planks, or lines on floor
Arranged in semi-circles for reaching activities
Alternative: Plastic bottles, markers, or small objects
Advanced option for station A catching activities
Alternative: Small rubber balls or juggling balls
Key Vocabulary
The ability to evenly distribute your body weight so that you can remain steady
Maintaining balance whilst stationary in one position
Maintaining balance whilst moving or changing position
The muscles in your stomach and back that help keep your body stable
Your body's ability to sense where it is in space
The point where your body weight is evenly distributed
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
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