Strength Basics

Overview

In this second lesson of a five-lesson unit, students practise strength through safe, controlled circuits and partner activities. They connect strength work to balance and body control by finishing in stable positions and transitions.

Learning intentions

WALT perform a short sequence of strength and balance tasks with control and accurate start and finish positions.

I can use my body strength safely in a circuit (push, pull, lift, hold).
I can show controlled body positions during partner strength activities.
I can maintain balance while moving between tasks and at the end.
I can respond to feedback to improve control and accuracy.

Success criteria

I can hold a strength position (or controlled “still moment”) without wobbling or collapsing.
I can move between stations carefully and safely, with awareness of space and others.
I can work with a partner using agreed roles (spotter/lifter or helper/coach) and clear communication.
I can finish the circuit in a stable start/finish pose that shows control.

Curriculum links

Movement skills (Balance and movement): Balance, strength, and flexibility — performing balances with control and accuracy as start and finish positions.
Movement skills (Balance and movement): creating and performing a short sequence that includes balances and shows increasing control in transitions.
Physical education learning through movement: practising skills that build confidence in controlled transitions.
Health and PE focus on safe participation, body awareness, and respectful teamwork during physical activity.

Lesson structure (60 minutes)

0–8 min · Warm-up with control. Teacher leads a short warm-up: marching, arm circles, hip hinges, and “freeze” balance moments on command. Students move safely around their area and practise 10-second freezes (e.g., tall stance, star shape) with still bodies.
8–14 min · Strength rules and partner safety. Teacher explains station safety (space, gentle contact, no pushing/shoving, listen for stop signal) and introduces partner roles (coach for form, spotter for safety). Students repeat key rules and demonstrate a “check-in” handshake/word with a partner before starting.
14–42 min · Circuit stations (strength + balance). Teacher sets up 4 stations in a loop; students rotate every 4 minutes, with a 30-second teacher cue between rotations. Students practise each station for one round, aiming for controlled technique, then complete a second round focusing on improving their balance and stillness at the end of each station.

Station A: Supported wall push-hold (strength + balance). Students stand side-on to a wall, feet shoulder-width, hands on wall, push for 5 seconds, then hold a steady balance pose for 5 seconds (quiet feet).
Station B: Partner resistance “carry and stop” (strength + transition control). Partners hold a light resistance band or foam tube (no pulling hard). One partner walks 2–3 steps while the other provides gentle resistance, then both stop in a stable position (bent knees, tall chest).
Station C: Floor bridge hold (strength + stillness). Students perform a glute bridge for 6 seconds, then lift hips into a controlled hold and freeze. On “finish,” they slowly lower with control and stop in a settled pose.
Station D: Bench/marker balance sit-to-stand (strength + accuracy). Students practise controlled sit-to-stand from a low bench or floor marker, then finish standing still for 5 seconds with eyes forward and knees tracking over toes.

42–52 min · Short partner challenge sequence. Teacher demonstrates a 3-part mini-sequence: (1) enter in a still start pose, (2) perform one strength action, (3) finish in a stable balance pose. Students choose one mini-sequence variation, practise with a partner using coach feedback phrases, and perform it once cleanly for accuracy.
52–58 min · Game-like cool down (balance awareness). Teacher runs “Slow Freeze Relay”: students complete a short line of movements at slow speed (2 steps, reach, controlled stop), aiming for minimal wobble. Students move carefully, stopping on the teacher’s signal and holding balance for 5 seconds.
58–60 min · Exit reflection and tidy. Teacher asks students to answer one prompt while packing away equipment. Students complete a quick self-check: which technique helped me stay balanced and controlled today? (1–2 sentences or a thumbs rating plus one reason.)

Resources

4–8 cones or markers to define station areas and safe spacing
Wall or sturdy surface for supported push-holds
Light resistance bands or foam tubes (enough for pairs)
Mats for floor bridge station
Low bench/step or floor markers for sit-to-stand station
Stopwatch or timer for rotations
Visual station cards with simple steps and safety reminders
Partner role cue cards (coach/spotter/helper)

Assessment

Teacher circulates during stations, using an informal checklist: controlled posture, stillness at the end of each task, and safe movement between stations.
Partner coaching check: students give one specific feedback point (e.g., “quiet feet at the freeze,” “tall chest,” “slow controlled stop”).
Exit reflection: identify one success (control/balance) and one improvement focus for next time.

Differentiation

Support: provide demonstration videos/photos on station cards; use shorter hold times (e.g., 3 seconds) and increase gradually; offer a “start pose” template on the mat for stillness.
Support for movement safety: assign roles first (coach/spotter) so everyone contributes; reduce resistance in partner band work.
Extension: ask students to add a controlled transition (e.g., step out and hold, or slow turn then freeze) while keeping balance stable; challenge them to improve stillness duration by 1–2 seconds.
EAL/SEN: use consistent cue words (“push–hold–freeze,” “stop–tall–still”); pair students intentionally so language support is built into partner roles.

Assessment prompt examples (for quick coach talk)

“What did you do to keep your body still at the finish?”
“Did you stop safely? Show me with a freeze.”
“One thing to try next time is…”

Teaching Instructions