PEVOLVE
← Balance and Body Control
FreeEYFSReception35 mins

Reception / EYFS PE · Lesson 1 of 6

Finding balance

Learning objective: To hold a still balance on two feet and then one foot.

Success criteria

  • I can stand still like a statue
  • I can balance on one foot for 3
  • I can use my arms to help

EYFS Physical Development links

  • Physical Development: develop core strength, stability, balance and spatial awareness
  • Physical Development: further develop and refine a range of ball skills and movement control
  • Gross Motor Skills ELG: demonstrate strength, balance and coordination when playing

Equipment checklist

Organisation & set-up

Spots spread evenly around the hall at least 2 arm-lengths apart.

Warm-up: Statues

5 mins
  1. Walk around spots; on drum freeze in a statue.
  2. Try a tall statue, a wide statue and a small statue.

Skill introduction & demonstration

3 mins

Show a toy wobbling and falling. Ask: how can we stop wobbling? Demonstrate standing tall, eyes on a spot, arms out like an aeroplane.

Eyes on a spotTummy tight like a strong treeArms out to help

Activity 1: Flamingo stands

6 mins

Organisation: 6 minutes. Whole class works simultaneously, one spot per child, at least two arm-lengths apart. Teacher demonstrates from the front, then moves through the gaps; any additional adult supports from the side without blocking sightlines.

  1. Teacher introduces the flamingo game: 'Stand tall on two feet.' Children stand on their spots and hold still while everyone counts to 3.
  2. Teacher demonstrates: 'Lift one foot just a little.' Children spread their arms like wings, lift one foot and count to 3 together.
  3. Teacher says, 'Two feet down; change legs.' Children settle on two feet before lifting the other foot for a count of 3.
  4. Teacher invites, 'Can your flamingo stay for 5?' Children choose either a toe touching down or a low foot lift and try both sides.
  5. Teacher repeats short holds with two-foot rests, then asks children to finish with their favourite steady flamingo shape.

Coaching points

  • Look at something still.
  • Wings wide.
  • Lift low; land softly.

Common mistakes

  • Children lift their knee very high and topple.: Demonstrate a tiny foot lift: 'Your toes only need to leave the floor a little.'
  • Children hop repeatedly to keep the balance.: Say, 'Two feet down, reset your wings, try again.' Praise a short still hold.

Simplify

Keep the toes of one foot touching the spot and lift only that heel; hold for 2 before swapping.

Progression

Hold one foot low for 5 while slowly bringing wings closer to the body, keeping eyes open.

Demonstration video — coming soon: Static one-foot balance

Activity 2: Wobble and freeze

7 mins

Organisation: 7 minutes. Whole class on individual spots with generous gaps. Teacher stands where all can see the raised-hand signal, with the drum and toy beside them outside children's movement spaces. Any additional adult watches from the opposite side, particularly during lowering and standing.

  1. Teacher wobbles the toy and then holds it still: 'Jelly wobble; statue freeze.' Children copy with small, gentle movements on their spots.
  2. Teacher demonstrates the signal: one gentle drum tap and a raised hand. Children practise wobbling, then freezing with two feet down for a count of 3.
  3. Teacher calls 'One foot' before the next wobble. On the signal, children stop on two feet, then lift one foot slightly and hold for 3.
  4. Teacher calls 'Tiptoes'. Children wobble gently, stop on the signal and lift both heels a little before lowering them slowly.
  5. Teacher demonstrates 'One knee': lower slowly to one knee with the other foot flat in front. Children copy without dropping, hold for 3, then stand slowly; anyone uncomfortable uses two feet instead.
  6. Teacher repeats the choices in a playful order, allowing children to reset on two feet whenever they need.

Coaching points

  • Little jelly wobbles.
  • Stop, then make your shape.
  • Lower slowly, like melting jelly.

Common mistakes

  • Children wobble so widely that they cannot stop steadily.: Model tiny shoulder and knee movements while feet stay planted.
  • Children rush straight from wobbling into a raised-foot balance.: Rehearse 'Stop on two; then lift' before the next round.

Simplify

Use only two-foot and low tiptoe freezes, with a count of 2 and time to settle before lifting heels.

Progression

During a steady freeze, slowly raise and lower both arms once without moving the supporting foot or feet.

Activity 3: Balance mirror

8 mins

Organisation: 8 minutes. Pairs use two neighbouring spots, retaining at least two arm-lengths between children; no equipment is shared. All pairs practise at once. Teacher demonstrates from an open edge and then circulates between pairs; any additional adult supports pairs furthest from the demonstration.

  1. Teacher pairs children on neighbouring spots facing each other and demonstrates with a partner: 'One makes a shape; one is the mirror.'
  2. Teacher chooses the first leader in each pair. Leaders make a still two-foot shape with wide arms; mirrors copy and both hold for 3.
  3. Teacher says, 'Feet down; swap leader.' The new leaders choose a different arm shape and their partners copy.
  4. Teacher invites leaders to choose two feet or one low lifted foot. Mirrors copy when the leader is steady, and both reset after a count of 3.
  5. Pairs continue swapping after every balance. Teacher circulates, prompting leaders to choose shapes their partner can comfortably copy.
  6. Teacher asks each pair to repeat one favourite shape, then finish facing each other with two feet still.

Coaching points

  • Show it slowly.
  • Watch your mirror.
  • Feet down, then swap.

Common mistakes

  • Leaders keep changing shape before their partner can copy.: Ask leaders to keep one shape while the pair counts to 3 together.
  • Children stretch towards their partner and lose balance.: Remind them, 'Copy the shape from your own spot; mirrors do not touch.'

Simplify

Teacher leads two-foot shapes for everyone to copy, then pairs try one familiar shape each.

Progression

Leaders balance on one foot with one arm high and one arm wide; mirrors copy the shape and hold for 5 before swapping.

Coaching points & teaching cues

  • Eyes on a spot
  • Tummy tight like a strong tree
  • Arms out to help

Common mistakes & corrections

  • Looking down at feet: Put a picture on the wall to look at.
  • Lifting the foot too high: Just lift it off the floor a little.

Inclusion & SEND adaptations

Adaptations

  • Seated balances (lift one foot or both hands) are equally valued
  • Demonstrate each balance clearly and hold it so children can copy
  • Additional support: give one instruction at a time, demonstrate alongside the child and offer adult or buddy support.
  • Less confident children: start with the 'simplify' version, praise effort and let them watch one round before joining in.
  • More challenge: offer the 'progression' version and ask the child to invent a harder way.
  • Mobility differences: every activity can be done walking, wheeling or seated; widen spaces and pathways.
  • Sensory sensitivities: keep noise low, give warning before signals or music, and offer a quiet space at the edge.
  • Visual learners: show picture cards and demonstrations; keep instructions short and repeat key words.
  • In Balance mirror, let a child who finds being copied daunting select a familiar shape for both partners to make together before trying a solo leader turn; avoid asking that pair to perform to the class.
  • In Flamingo stands, a child who needs both feet for stability can make one leg feel 'light' by shifting a little weight to the other leg without lifting either foot. Count this as their flamingo hold and swap sides.

Maximising participation

  • Everyone has their own equipment or a short wait (no more than 4 in a line)
  • Keep activities short and switch often to hold attention

Assessment opportunities

  • Can the child hold a still balance on two feet?
  • Can the child balance on one foot, with or without support?

Plenary & reflection questions

  • What helped you stop wobbling?
  • Which foot was easier to balance on?

Cool-down: Melting snowman

3 mins
  1. Stand tall, then slowly melt down to the floor.
  2. Lie still and breathe.

Safety & equipment checks

  • Children stay on their own spot
  • Clear floor of obstacles
  • Bare feet on clean hall floor or trainers
  • For Wobble and freeze, model controlled lowering for the one-knee shape: no dropping onto knees. Use a standing freeze if kneeling is uncomfortable on the hall floor.
  • Keep eyes open during Flamingo stands and Balance mirror so children can use a fixed visual point and notice nearby movement.
  • Check that spots lie flat and do not slide during heel lifts; pause and reposition any spot that curls or shifts.

Optional extension activities · 25 mins

Use to extend the session, revisit later in the day or set up as continuous provision.

Flamingo lagoon · 12 mins

Organisation: Whole class, one spot each, with the original spacing. Teacher leads several short story rounds with relaxed two-foot rests and circulates to notice steady attempts.

Equipment: 30 spots (1 per child)

  1. Teacher explains that each spot is a flamingo island. Children practise standing still on two feet while looking at a fixed point across the lagoon.
  2. Teacher tells a short story: flamingos wake, spread wings and lift one foot low. Children hold for 3, rest on two feet and swap legs.
  3. Children explore wide wings, low wings and one wing high, trying each shape on both legs with rests between holds.
  4. Teacher adds a pretend gentle breeze. Children make small arm movements, then return to stillness; finish by repeating the wing shape that helped them most.

Simplify: Keep both feet touching the island and lift just one heel during each flamingo hold.

Progression: Keep one foot lifted while changing slowly from wide wings to low wings, then reset and try the other leg.

Toy statue mirrors · 13 mins

Organisation: Pairs, two spots per pair, with at least two arm-lengths between children. Teacher holds the toy where everyone can see it, then circulates during partner rounds. Alternate short practice rounds with relaxed standing rests; no waiting to perform.

Equipment: 30 spots (1 per child), Wobbly toy or soft toy (to demonstrate a wobble)

  1. Teacher uses the toy to revisit wobbling and freezing. Children copy small wobbles and settle into a two-foot statue when the toy becomes still.
  2. In pairs on neighbouring spots, the first leader chooses a two-foot or low one-foot statue after each freeze; the partner copies.
  3. Teacher prompts pairs to reset and swap leaders after each hold, trying a different arm shape in each short round.
  4. Pairs practise a tiny sequence: two-foot statue, rest, one-foot or heel-lift statue, rest. Both children take a turn leading it.
  5. Teacher invites all pairs to repeat their favourite sequence simultaneously, finishing with a still two-foot shape.

Simplify: Use two-foot statues with different arm shapes, copying one shape at a time.

Progression: Hold each statue for 5 and include a different low lifted foot in the next round, keeping the two-foot reset between shapes.