Balanced Routines

Overview

Students consolidate movement learning by creating and performing a short balanced movement routine that includes balance and weight transfer. They practise in small groups with clear safety, teamwork and fair play.

Learning intentions

• Students will create a short routine using balance and weight transfer moves.
• Students will perform their routine with control, using a safe base and stable body positions.
• Students will give and use simple peer feedback to improve balance and transitions.
• Students will follow group roles and safety expectations during practice and performance.

Success criteria

• I can hold a balanced position (still and controlled) for a moment.
• I can move by transferring my weight without losing control or stepping out unsafely.
• I can perform 3–4 routine parts in order (clear start, middle and finish).
• I can work safely in my group and respond to feedback respectfully.

Curriculum links

• Develop fundamental movement skills and apply them to simple movement sequences.
• Practise balance skills and weight transfer in ways that improve control and stability.
• Apply safe practices when moving in different spaces, with equipment and with others.
• Use decision-making and teamwork behaviours to participate fairly and safely in movement activities.

Lesson structure (50 minutes)

1. 1–7 Retrieval warm-up (Balance Relay: “Peso & Parar”) In small teams, students complete a relay: travel to a marker, perform a 2-second balance (freeze), then return tag-style. Add a weight-transfer cue: “Move your weight to your front foot to go, then freeze.” Spanish CLIL prompts: “peso” (weight), “parar” (stop/freeze), “uno, dos” (ready, go).

2. 8–12 Goals (WALT) + success criteria Teacher explains: “Today you will build a 3–4 move routine. It must include balance and weight transfer, and you will practise in groups.” Students repeat the WALT and the I can statements. Quick safety reminder: space, control, and no pushing in lines.

3. 13–20 I Do (Modelling: Routine Builder) Teacher models a simple routine:

• Move: step forward and transfer weight to front foot (1–2 steps)
• Balance: still pose (e.g., one-foot balance near a line/marker)
• Transfer: small step to the side shifting weight
• Finish: freeze in a clear ending shape Use cues: “Base first (feet apart or stable), then balance, then freeze; for weight transfer, move slowly and keep control.” Ask: “What shows balance? What shows weight transfer?”

4. 21–26 We Do (Guided practice: “Copy My Peso”) Teacher calls out routine parts; students mirror. Practise 2–3 rounds with countdowns: 3…2…1 freeze. Partner check question: “Did you freeze with control? Did your body stay over your feet?”

5. 27–40 You Do (Create & rehearse in small groups) Groups of 3–4 create a routine with 3–4 parts using teacher-set move options cards on the wall (e.g., freeze on one foot, lunge freeze, side-step weight transfer, step-and-freeze). Group roles: Performer, Builder (chooses next move), Safety Officer (checks spacing), Feedback Partner (uses one cue from the board). Teacher circulates for quick feedback, reteach moments and safety checks (active roaming; minimal waiting). Behaviour expectation: “In your group area, travel safely, freeze when asked, listen for roles.”

6. 41–46 Show Me What You Know (Performance + peer explanation) Each group performs once to a nearby audience circle (keep it fast). After each performance, the Feedback Partner says one strength and one next step using the success criteria language. Students reflect: “Which part showed the best balance/most controlled weight transfer?”

7. 47–50 Wrap-up (Cool down + exit cue) Students do a slow walk and breathing. Teacher asks: “Show me with your hands: What is balance? What is weight transfer?” Tidy equipment quickly and safely.

Resources

• Cones/markers for group areas and balance “freeze” spots (lines on floor also OK)
• Move option cards (balance poses and weight-transfer transitions)
• Flat spots or tape lines for stable starting points
• Coloured pinnies or bibs for group roles (optional)
• Stop-watch or countdown timer
• Soft beanbags or small floor markers (optional for extra stability cues)
• Whistle/timer for transitions

Assessment

• Observation checklist during practice and performance: controlled freezes, safe weight transfer, correct order of 3–4 parts.
• Peer feedback quality: students can name a strength and a specific improvement linked to success criteria.
• Quick teacher questioning: “What cue helped your balance/weight transfer?”

Differentiation

• Support: provide “starter routine” sequences (choose from 3 fixed parts) and allow students to use two feet for balance (still controlled).
• Support: reduce distance of transitions (short step only) and use larger target spots (wider tape lines).
• Extension: require a faster-but-controlled routine, or add a second balance level (e.g., change direction after weight transfer with a longer freeze).
• EAL/SEN: use visual cues on the move cards; repeat cue words in Spanish and English; allow rehearsal time before performance; assign a simple role (Safety Officer/Builder) to reduce cognitive load.