Balance and Strength

Overview

Students build and complete a fun, school-friendly obstacle course that challenges balance, agility, and basic strength while practising teamwork and safe movement.

Learning intentions

• Students will practise travelling safely through an obstacle course using controlled body positions.
• Students will apply simple balance, agility, and strength moves (e.g., stepping, jumping, crawling, turning).
• Students will work with a partner/group to communicate, take turns, and help others without interrupting safety.
• Students will reflect on how their choices affected control, safety, and effort.

Success criteria

• I can move through the course with good control and safe spacing (no pushing, crowding, or unsafe landings).
• I can hold a balance (or controlled pause) for a short time and complete the next movement smoothly.
• I can use teamwork behaviours: taking turns, cheering appropriately, and giving a helpful suggestion.
• I can explain one improvement using “I used… because…”.

Curriculum links

• Physical wellbeing and development: developing fundamental movement skills and applying them in games and physical activities.
• Movement concepts: balance, control, coordination, and spatial awareness.
• Inclusion and participation: learning with others, sharing responsibility, and respecting safety rules.

Lesson structure (45 minutes)

1. 0–5 mins | Welcome & safety

• Set up expectations for safe movement: clear boundaries, wait your turn, and “show control” on landings and balances. Quick teacher demo of one safe balance and one change of direction.

2. 5–10 mins | Warm-up: travel and control

• Students move in lines around the space using teacher cues: tiptoe balance steps, sideways shuffles, quick feet for 5 seconds, and controlled stop signals (freeze with a body shape).

3. 10–15 mins | Skills stations mini-practice

• Small groups rotate through 3 stations for short bursts:
• Balance: single-foot stand or narrow-base step with a controlled pause.
• Agility: step-over or cone weave with smooth changes of direction.
• Strength: bear-crawl to a line, or wall-supported push (or supported plank hold) for a brief time.
• Teacher checks technique and safe body positions.

4. 15–25 mins | Obstacle course build (team challenge)

• In groups of 4–5, students design a 4-part obstacle course using provided equipment (mats, cones, hoops, low bars/tape lines, and optional beanbags).
• Each group must include:
• One balance element
• One agility element (direction change or quick feet)
• One strength element (bear-crawl, push, or controlled hold)
• A teamwork routine: one role is “coach” who reminds the group about safety and turn-taking.
• Teacher circulates, asks guiding questions (“Where will people wait?”, “How will you show control?”), and ensures the course is safe and feasible.

5. 25–35 mins | Course run: practise turns

• Groups rotate through their own course. Assign clear roles:
• Participant
• Spotter/coach (only safety reminders, no pulling)
• Recorder/encourager (uses a sentence prompt: “I noticed you… I wonder if…”).
• Teacher observes for control, safe spacing, and respectful cooperation.

6. 35–40 mins | Feedback huddle

• Whole-class share: each group answers one quick prompt:
• “One thing that improved my balance/strength/agility was…”
• Teacher reinforces specific positive behaviours and one safety rule to maintain.

7. 40–45 mins | Cool down & reflection

• Slow walking and gentle stretches (calves, hamstrings, shoulders).
• Students complete a quick verbal reflection with a partner: “I used… because… Next time I will…”

Resources

• Cones and markers to set boundaries and waiting zones
• Mats for balance/low-impact landing and crawling
• Hoops or tape lines for step-over/target points
• Low bars/tape for step/duck-under (equipment adjusted for safety)
• Beanbags for reach-and-place tasks (optional)
• Timer or class music cue for short runs
• Bibs or coloured pinnies to identify roles in groups
• Teacher safety checklist (clear spacing, equipment stability, no crowded start lines)

Assessment

• Teacher observation checklist during course runs:
• Controlled movement through each section
• Safe turn-taking and spacing
• Ability to hold a balance briefly and continue smoothly
• Partner feedback observation:
• Supportive communication (“I noticed…”) without criticism or unsafe interference
• Quick reflection evidence:
• Students can describe one improvement and link it to an action or strategy

Differentiation

• Support
• Provide a “choose your challenge” option: shorter distances, fewer steps, or wider balance base.
• Pre-teach the meaning of “controlled pause” and “safe spacing” with a demonstration and practise.
• Offer sentence starters for reflection: “I used… because…”
• Extension
• Add a second balance variation (e.g., turning to face a target while keeping control).
• Require a smoother transition rule: “No extra steps after the balance—continue straight to the next task.”
• EAL
• Use visual cues (picture cards for balance/agility/strength) and consistent hand signals for safety and start/stop.
• Pair students so one partner can model the role routine (participant/coach/encourager).
• SEN
• Reduce cognitive load by giving each group a limited set of required movements and clear equipment maps.
• Allow additional time at stations and reduce the course length while keeping the same key skills.