Stability and Balance

Year Level

Years 1–2

Duration

50 minutes

Unit

Balance and Weight Essentials — Lesson 1: Intro to Stability and Balance

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Victorian Curriculum Links

Movement and physical activity

• ACPMP012 — Explore fundamental movement skills involving balancing and stabilising the body in different positions.
• ACPMP013 — Participate in games that involve maintaining balance while moving and changing positions.
• ACPMP014 — Practise body control through simple balancing activities and stability challenges.

Personal, social and community health

• ACPPS017 — Demonstrate ways to work cooperatively and fairly in physical activities.

Achievement Standard Students describe and demonstrate ways to balance and stabilise their bodies when performing fundamental movement skills in games and activities. They follow simple rules, cooperate with peers, and understand safe participation in physical activities.

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WALT (We Are Learning To)

• Explore and practise skills to balance and maintain stability in different positions and movements.
• Understand how balance helps keep us safe during physical activity.

Success Criteria (“I can”)

• I can show how to balance on one foot and in different positions.
• I can use my body to stay stable while moving slowly and safely.
• I can play games that help me practise balancing and teamwork.

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Equipment

• Cones (10–15)
• Small soft balls or bean bags (1 per pair)
• Balance beams or taped lines on floor (1 per group of 5)
• Spot markers (20)
• Music player for warm-up music
• Whistle

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Behaviour and Safety Expectations

• Listen carefully when the teacher talks.
• Use equipment safely and return it properly.
• Respect others’ personal space when balancing.
• Help friends and play fairly.
• Stop quickly when the whistle sounds.

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Lesson Structure

1. Retrieval (5–8 minutes) — Active Warm-up: “The Balance Trail”

• Recap from previous unit or introduce basic balance concepts if first lesson ever.
• Set up a simple obstacle path with spot markers, cones, and taped balance lines.
• Students move through at a slow pace practising walking heel-to-toe on taped lines, standing tall on one leg at spots, and stepping carefully between cones.
• Use encouraging Spanish terms for basic movements: "equilibrio" (balance), "pie" (foot), "alto" (stop).
• Emphasise steady, controlled movements.

2. Goals (3–5 minutes)

• Teacher clearly states: “Today we are learning about balance and stability to move safely and confidently.”
• Show the WALT and I can statements visually on a board.
• Ask students to repeat “I can balance on one foot,” “I can stay steady,” to reinforce goal ownership.

3. Learning (I Do – We Do – You Do) (12–15 minutes total)

I Do (3–4 mins):

• Teacher demonstrates balancing on one foot, showing arms stretched out to help stay steady (cue: “reach for the sky” / “alcanza el cielo”).
• Model leaning forward, sideways, and backwards positions while keeping balance.
• Highlight simple body control cues: “Strong core,” “Eyes forward,” “Slow and steady.”

We Do (4–5 mins):

• Students practice balancing on one foot with teacher giving feedback, encouraging the Spanish phrase “mantén el equilibrio” (keep your balance).
• Introduce a partner challenge: toss a bean bag back and forth while balancing on one foot—start with 3 steps first.
• Teacher asks guiding questions: “What helps you stay steady?” “Can you keep your arms out wide?”

You Do (5–6 mins):

• Small groups rotate through stations:

1. Balance beam or taped line walking at various speeds.
2. One-foot bean bag catch and throw game.
3. Freeze pose balancing challenge on spot markers—hold balance for 5 seconds.

• Students encouraged to try to improve each time, with peer encouragement in Spanish and English.

4. Consolidation (15–20 minutes) — Game-Based Practice: “The Stability Circuit”

• Set up a circuit incorporating:
• Balance walking (beam or tape),
• One-foot stands,
• Freeze and hold balancing poses,
• Gentle "tag" game where tagged students do a balance pose to ‘freeze’ before rejoining.
• Teacher roams to give quick feedback, support individuals, and add extension challenges such as balancing with eyes closed for advanced learners.
• Support modifications: stand near wall or partner for balance help, use wider lines rather than beams.
• Ensure all students are actively participating with minimal downtime.

5. Show Me What You Know (5 minutes)

• Students pair up and show each other their best balance pose or skill.
• Quick “partner shout out” where each child says one thing they did well (e.g., “I can balance on my left foot!” / in Spanish: “¡Puedo mantener el equilibrio en mi pie izquierdo!”).
• Teacher leads group reflection linking back to WALT and “I can” statements, praising effort and fair play.

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Differentiation Strategies

• Support: Use a wall or partner for stability; simplify tasks (hold balance only 3 seconds).
• Extension: Challenge with eyes closed, add arm movements while balancing, or increase movement speed.
• Equipment: Larger spot markers or softer balls for easier handling.

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Reflections for Future Lessons

• Build on stability to include dynamic balance while running or changing direction.
• Introduce challenges increasing complexity gradually.
• Continue embedding Spanish vocabulary naturally to support bilingual learning.

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This lesson introduces foundational balance and stability skills aligned with the Victorian Curriculum, through engagement, movement, and inclusive game-based activities. It supports cooperation, fair play, and safe participation, perfectly matching the teacher’s structured, active, and student-centred approach within a bilingual Victoria primary school context.