Balance Moves

Overview

Students explore static and dynamic balance through movement challenges and simple games. They practise controlling their body while staying still and while moving or changing positions.

Learning intentions

• Students will practise static balance by holding stable body positions safely.
• Students will practise dynamic balance by controlling body movements while moving or changing direction.
• Students will use simple balance cues (still, steady, core strong) to improve their control.
• Students will cooperate fairly and keep safe in shared play spaces.

Success criteria

• I can hold a balance position without wobbling or stepping out.
• I can move and change positions while keeping control and safe footing.
• I can use a balance cue (e.g., “core tight”, “tall and steady”, “look where I go”).
• I can play safely and include others by taking turns and following rules.

Curriculum links

• Movement skills and strategies: developing balance in ways that suit the activity and environment.
• Physical activity and safe participation: using safe practices, space awareness, and respectful behaviour.
• Health and physical education learning: practising skills through games, feedback, and self-reflection.
• Achievement standards focus: performing fundamental movement skills with improving control and consistency.

Lesson structure (50 minutes)

1. 5 minutes – Retrieval game warm-up (Tempo Balance Tag)

• Students jog in scattered space. On teacher calls, they pause in a pose (static) for 2 seconds, then restart (dynamic). Add a “freeze like a statue” cue.
• Quick reminders: safe distance, watch for others, use “tall and steady”.

2. 4 minutes – Goals and success criteria (WALT)

• WALT: “We are learning to balance without wobbling when we are still and when we change movements.”
• Share I can statements. Check understanding with: “What does static mean?” and “What cue helps you stay steady?”

3. 12 minutes – I Do (model + cues)

• Teacher models 3 static options: one-foot stand, wide squat hold, “airplane” (arms out, one leg back) with teacher feedback.
• Teacher models 3 dynamic options: step-touch with control, side shuffle to a line, slow turn then stop in balance.
• Use simple cues and CLIL: “Cuerpo firme” (firm body), “mirar adelante” (look ahead), “centro fuerte” (strong core).

4. 8 minutes – We Do (guided stations)

• Set up 3 mini-stations with timer cards:
• Station A: Static hold on number spots (1–3 seconds, then 5 seconds).
• Station B: Line balance walk (2–3 metres): place foot, pause, continue.
• Station C: Dynamic change: hop/step to a cone, stop and hold.
• Teacher circles: ask students to choose one cue they used. Quick reteach when many wobble (narrow stance → wider base; slow down → safer control).

5. 6 minutes – You Do (partner challenge: Mirror Balance)

• In pairs, one leads slow movements; partner mirrors to a stop position.
• Targets: control at the stopping point (dynamic becomes static).
• Teacher supports: counting “1…2…freeze” to practise stopping stability.

6. 12 minutes – Consolidation game (Small-sided Balance Relays)

• Teams of 4–5 with one ball or beanbag per team (optional). Relay route includes: hold, move, hold.
• Example route: run to cone → stand still on spot for 3 seconds → step over low line/marker → stop on cone and call “Listo” (ready).
• Teacher roaming feedback: “Are you steady when you stop? Are you safe in shared space?”
• Fast modifications: use larger floor spots, shorten route, or allow two feet instead of one for support.

7. 3 minutes – Show Me What You Know (quick demo + reflection)

• Each student completes one static hold and one dynamic stop during a brief “camera freeze” moment (teacher calls: “Freeze!”).
• Reflection prompt: “Which cue helped most today?” Students share with a partner in 10–15 seconds.

Resources

• Number spots/hoops or taped circles on floor
• Cones (many small clusters), floor tape for a line
• Beanbags or soft balls (optional for relay)
• Coloured cards for balance cues and timer (1–3–5 seconds)
• Low markers for step-over (skipping rope or flat pool noodles tied down)
• Whistle/timer
• Posters or teacher-made cue cards: “Tall and steady”, “Core tight”, “Look ahead”
• First aid kit and clear safety boundaries (cones to show play area)

Assessment

• Formative observation during stations and relays: can students stop with control (not collapsing) and hold stable positions safely?
• Quick teacher checklist: static hold duration, wobble/stepping out, and safe movement through space.
• Student reflection: ability to name or demonstrate the cue used (“centro fuerte”, “mirar adelante”, “tall and steady”).

Differentiation

• Support:
• Use wider base stances (two feet), larger spots, and shorter distances.
• Allow students to “hold while holding a wall/partner’s fingertips” briefly, then fade support.
• Reduce dynamic demands (walk only; no turns) until stable.
• Extension (advanced):
• Increase challenge: single-leg holds for 5–8 seconds, add a slow turn before the stop, or hold with arms changing position.
• Make it less predictable: teacher calls an extra rule (“stop with eyes on the next cone”).
• SEN/behavioural support:
• Assign clear roles in teams (timer holder, cone setter) and use consistent turn-taking signals.
• Provide a “reset space” for students who lose safety.
• EAL (Spanish bilingual supportive):
• Use the same 3 cue phrases repeatedly, with gestures (core tight = hands to tummy, look ahead = hand to eyes).
• Pair with a supportive peer and use visual cue cards at stations.