Balances individually and in pairs
Lesson details
Learning outcome
I can create a variety of quality balances on my own and with a partner.
Key learning points
- Move: quality balances require silence, extending the fingers and toes; holding completely still when performing.
- Think: using a range of levels to create balances demonstrates creative thinking.
- Think: thinking creatively ensures balances are interesting by using a range of body parts to connect to our partners.
- Feel: working with a partner involves being responsible to ensure we are both safe when balancing.
- Connect: thinking about our partner’s safety helps to build trust in a partnership.
Keywords
Balance - maintaining a desired shape in a stationary position, completely still
Creative - varied, new and imaginative ideas
Quality - good characteristics of a performance that suggest the movements and balances are performed correctly
Common misconception
Some children may think that balancing is easy because it's just about staying still.
Balance requires strength and concentration to keep muscles under control in different positions. Balances should be held for at least 4 seconds and sometimes you need to make adjustments to maintain a balance. Holding a balance requires total focus.
Teacher tip
Pupils will use different connection points with the surface to balance. For safety, it should be clear that the head should never be a connection point. Pupils also connect with others using different body parts and attention should be given to cultural sentivities and safeguarding issues.
Equipment
mats, random selector e.g. spinner
Content guidance
Risk assessment required - physical activity
Supervision
Adult supervision required
Licence
Prior knowledge starter quiz
4 Questions
Q1.Which of these words describes a body that is not moving?
Q2.What skill do we need to hold our bodies completely still in a shape?
Q3.When we are working with another person, what might we call our relationship?
Q4.What can we do to perform interesting balances?
Assessment exit quiz
4 Questions
Q1.What have we changed when we move from a high balance to a low balance?
Q2.What is needed in our arms, fingers, legs and toes to ensure quality in our balances?
Q3.What is needed for a successful partnership when performing connected balances?
Q4.Which of these actions demonstrates responsibility?
To help you plan your 3 physical education lesson on: Balances individually and in pairs, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 3 physical education lesson on: Balances individually and in pairs, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
We use learning cycles to break down learning into key concepts or ideas linked to the learning outcome. Each learning cycle features explanations with checks for understanding and practice tasks with feedback. All of this is found in our slide decks, ready for you to download and edit. The practice tasks are also available as printable worksheets and some lessons have additional materials with extra material you might need for teaching the lesson.
The assessment exit quiz will test your pupils' understanding of the key learning points.
Our video is a tool for planning, showing how other teachers might teach the lesson, offering helpful tips, modelled explanations and inspiration for your own delivery in the classroom.
Explore more key stage 2 physical education lessons from the Gymnastics: movements, balances and sequence composition unit, dive into the full primary physical education curriculum, or learn more about lesson planning.