Balance Beam

By: Amber Kalender

National, State, or District Standard to be addressed:
Preschool Foundations Vol. 2
 Balance1.1 Maintain balance while holding still; sometimes may need
assistance.
 Balance 1.2 Show increasing balance control while moving in different
directions and when transitioning from one movement or position to another.
 Locomotor Skills 2.1 Walk with balance, oppositional arm movements, and
relatively narrow base of support (space between feet).
Background Information
Balance-beam activities contribute to body control in both static and dynamic
balance activities. An ideal width for a balance-beam is two inches wide. To make
the balance-beam more challenging the students will learn on a straight balance
beam, then, move to a balance-beam that is has curves for the students to walk
on. Mastering the balance-beam will take practice and instructors should use
cushioned mats and instruct students to step off beam if they feel that they may
fall until the student gains confidence and a higher-level ability to walk on the
balance beam.
Group Size
 4-5 children; ages 5-6 years old
Objective
• The children will develop skills in balance.
• The students will practice visual focus by
looking ahead rather than down while on
the balance beam.
• The students will also practice balance
control by remaining on the beam while
switching directions on the balance-beam.
Materials
 2 Balance Beams
per group (4
students).
 1 straight
balance-beam
 1 curved balance-
beam
Procedure: Review
 Students will be taught the safety expectations of the
balance-beam.
 Tell students that when they are up on the beam that
they should step off of the beam if they feel that they
may fall, this is to prevent them from falling in a way
that may result in an injury.
 Also instruct students that while they are walking
across the beam and begin to make their way they
may step off of the beam one time.
Vocabulary
 Balance: To keep or put (something) in a steady position so that it does not fall.
 Balance Beam: a narrow horizontal bar raised off the floor, on which a gymnast
balances while performing exercises.
 Gymnastics: Exercises developing or displaying physical agility and
coordination. The modern sport of gymnastics typically involves exercises on
uneven bars, balance beam, floor, and vaulting horse (for women), and
horizontal and parallel bars, rings, floor, and pommel horse (for men).
 Procedure: Overview
Read the interactive story Abigail and the Balance Beam by Lisa Riggin. Talk about
gymnastic and what types of activities Abigail did in the book. Focus the discussion on
the balance beam. Allow students to take the Abigail doll out to recess and recreate a
scene from the book on the playground balance-beam.
 Procedure:
Presentation
 Have the first group of four
children walk out to the
balance-beams and sit
down.
 Show students how to step
up on the beam and how to
step down if they start to
feel like they may fall...
Warm Up
1) To warm up have students balance on one leg at a time
 Warm Up
2) Then do 3 sets 5 of high-knee lifts. 3)Then have students practice walking in a straight line,
heel-to-toe
Procedure: Presentation

Have students practice

walking across the beam
then stepping down once
the reach the end, then
step up in the opposite
direction and walk back
across the beam.
Discussion Questions
• What other ways can we walk on the balance beam?
• How can we use our arms on the balance beam?
• Can we make a game using the balance beam? What was the most
challenging part of the balance beam?
New ways to use a Balance Beam
 Evidence of
Learning
As the students continue to develop balance skills on the
balance beam they can move up to the second level on the
balance beam.
Once students are on the second level of the balance beam
they will no longer be able to use the step down once in their
routine option and should be able to complete their routine
without stepping down at all.
Next Steps
Students can challenge themselves by doing their
same routine on the curved balance beam.
Next Steps
If students did not meet
the standard the
instructor may plan
additional balance
activities off the beam to
reteach the foundational
skills required to walk on
the beam.
Resources
 Beighle, A., & Pangrazi, R. (2013). Dynamic physical education. Pearson, 18th
Edition.
 Riggin, L., & Calvert-Weyant, L. (2011). Abigail and the balance beam.
Kansas City, MO: Hallmark Gift Books.
 Unknown. (2010). California preschool learning foundations (volume 2).
Sacramento, CA: California Department of Education.