Balancing Together

Overview

In this first lesson of the unit, students explore balance through partner games and clear body positions. They practise holding balances with control, matching shapes with a partner, and noticing how counter-tension and counterbalance help stability.

Learning intentions

WALT use balance and body control to hold start and finish positions with accuracy.

• WALT work with a partner to mirror, match, counterbalance, and apply counter tension safely.
• WALT perform simple balances that show strength and steady control (supported and unsupported).
• WALT describe what helps their balance stay steady (stillness, body shape, and control of movement).

Success criteria

I can…

• hold a balance shape for 3 seconds without wobbling or breaking my position.
• keep my partner’s balance in mind and match/mirror shapes clearly.
• use safe partner control (clear signals, space, and control) rather than pulling or pushing.
• explain at least one strategy that improves balance (e.g., wider base, “tight body”, looking at a fixed point).

Curriculum links

• Te Mātaiaho Health and PE: Movement skills (Balance and movement) — Balance, strength, and flexibility.
• Te Mātaiaho Health and PE: Perform balances (supported and unsupported) and hold with control and accuracy.
• Te Mātaiaho Health and PE: Use balances as start and finish positions held with control and accuracy.
• Te Mātaiaho Health and PE: Demonstrate mirroring, matching, counterbalance, and counter tension with clear body shapes and shared control.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and safety. Teacher sets expectations for safe partner work and space, with clear start/stop signals. Students move into partners and practise a “freeze” when the teacher calls STOP.

2. 5–12 min · Warm-up: “Statue to Statue”. Teacher demonstrates two balance shapes and models “still and tall” control. Students travel lightly (walk/jog in place), then stop in a balance shape on the signal and hold for 3 seconds.

3. 12–20 min · Direct teach: What balance looks/feels like. Teacher shows 3 balance examples (supported, unsupported, and a “counter-tension” version) and points out: base of support, body shape, steady gaze, and controlled tension. Students try each example for 2 rounds, focusing on holding control rather than speed.

4. 20–30 min · Partner game 1: Mirroring Squares. Teacher explains the task: Partner A makes a balance shape, Partner B mirrors it exactly, then switch roles. Students take turns holding the mirrored balance for 3 seconds while the other checks for matching shape and stillness.

5. 30–38 min · Skills focus: Counterbalance challenge (without contact). Teacher demonstrates two partners facing each other with space between hands (no grabbing). Students set a counterbalanced stance by shifting weight and tightening their core while staying within their own space, then return to neutral and switch roles; they must hold the final balance for 3 seconds.

6. 38–48 min · Partner game 2: “Counter Tension Duo”. Teacher teaches a safe shared-control method: partners face side-by-side, agree on a signal, and use only gentle resistance through their own bodies (not pulling). Students create a “duo balance” where one partner leans slightly and the other counters to maintain an upright, controlled position, then they hold steady for 3 seconds before resetting.

7. 48–55 min · Sequence mini-practice: Start–Balance–Finish. Teacher models a simple 3-part sequence: travel 2 steps → balance start shape → hold finish shape (same or slightly changed). Students practise in pairs using the same sequence, focusing on clear start and finish positions held with control and accuracy.

8. 55–60 min · Cool-down and quick check. Teacher leads slow breathing and asks students to reflect. Students complete a one-minute “pair share” answering: What helped your balance stay steady? (One sentence each.)

Resources

• Cones or floor markers to create balance zones (enough for partner spacing)
• Spotty floor paper or tape squares for balance starting points
• Balance cards (3–4 simple shapes to choose from: wide squat, tripod, one-foot stand, tuck/brace)
• Whistle or clapping pattern for start/stop signals
• Timer (phone/table device) for 3-second holds
• Optional: simple checklist for observation (stillness, matching, safe control)

Assessment

• Teacher observation during partner mirroring: can the learner hold position with control and match clearly?
• Teacher checks counterbalance/counter tension safety: are students maintaining space and using body control without pushing/pulling?
• Exit reflection (1 minute): students state one strategy that improved their balance (e.g., “tight body”, “fix my eyes”, “widen base”).

Differentiation

• Support: provide balance card choices and allow supported balances first (hands lightly on a marker or wall if available). Use sentence starters: “I kept my balance by…”, “My partner matched…”.
• Support: allow students to practise solo in their zone for the first round before partner mirroring.
• Extension: challenge students to change one feature of the balance shape while still holding steady (e.g., same base but different arm position), or to lead the partner by giving a body-shape cue.
• EAL/SEN: use consistent language and gestures for stillness, 3-second hold, and switching roles; reduce complexity by focusing on one success criterion at a time (stillness first, then matching, then counterbalance).

Assessment focus by lesson outcomes

• Balance held with control and accuracy (3-second stillness).
• Partner mirroring/matching with clear body shapes and shared control.
• Safe counterbalance/counter tension using body tension and space, not contact.
• Clear start and finish positions within a mini sequence.