Balancing skills in pairs using an imaginary prop
Lesson details
Learning outcome
I can communicate non-verbally with my partner, using an imaginary prop to improve my focus and balancing skills.
Key learning points
- Move: executing stick movements effectively requires focusing with good balance and slow, deep breathing throughout.
- Move: balancing in pairs with control increases the length of time we can balance and improves our ability to focus.
- Think: listening to positive and constructive feedback helps us to improve the quality of our movements and balances.
- Feel: showing integrity by providing constructive feedback ensures we support others to improve their performance.
- Connect: striving to collaborate effectively to produce high quality movements shows great respect.
Keywords
Balance - maintain stability and control over the body's position to remain stationary
Movement - the act of changing position or location
Partner - someone who collaborates or works together with another person or group toward a common goal
Common misconception
Pupils forget to balance the imaginary stick in their pairs and create movements that wouldn't work if they were using a real stick. Pupils also lose their focus during the movements and rush them.
Provide lots of examples to support pupils to create movements while balancing an imaginary stick. Remind pupils of the importance of focus, control and slow deep breathing.
Teacher tip
Use real sticks to bring the lesson to life.
Equipment
1 beanbag between 2, additional materials: meditative balance cards and suggested music
Content guidance
Risk assessment required - physical activity
Supervision
Adult supervision required
Licence
Prior knowledge starter quiz
4 Questions
Q1.Which of the following balances can we use to help us feel calm and relaxed?
Q2.What is essential to a meditative balance?
Q3.What do we mean by reducing our speed or pace when completing a task?
Q4.Why should we encourage our partners?
Assessment exit quiz
4 Questions
Q1.What should we do instead of rushing movements and meditative balances?
Q2.How is a movement different from a balance?
Q3.What do we show if we provide constructive feedback in order to improve others’ performances?
Q4.What are meditative balances and focused movements examples of?
To help you plan your 3 physical education lesson on: Balancing skills in pairs using an imaginary prop, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 3 physical education lesson on: Balancing skills in pairs using an imaginary prop, 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 Health and wellbeing: mindfulness and meditative balances unit, dive into the full primary physical education curriculum, or learn more about lesson planning.