Lesson 5 - Rolling with Accuracy
Throwing, Kicking & Rolling Skills
•Nursery
•Target Games
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How can we roll a ball to hit exactly where we want it to go?
Learning Objectives
- To develop accurate rolling technique using sideways stance
- To understand that balls travel along the ground when rolled correctly
- To demonstrate safe practice when participating in target games
Key Outcomes
- Students will be able to roll a ball with improved accuracy using correct technique
- Students will understand the importance of ground-level ball travel
- Students will show consideration for safety in target game activities
Equipment & Resources Required
Half on each side of hall for warm-up
Alternative: Bean bags, tennis balls
In baskets around hall perimeter
Alternative: Small rubber balls, bean bags
Various sizes for different activities
Alternative: Plastic cups, markers
Centre of court for main activity
Alternative: Balloon balls, beach balls
Spread around area as 'holes'
Alternative: Chalk circles, rope circles
Set up midway between groups
Alternative: Plastic bottles, cones
Key Vocabulary
Sending a ball along the ground by releasing it with a smooth action
Standing with one foot forward and body turned to the side
Hitting the target or getting close to where you aimed
Something you aim at when rolling the ball
Making your knees go down to get lower to the ground
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can hold and release a ball safely
- Understands basic throwing movements
- Can follow simple instructions
Current Skills
- Rolling with sideways stance and bent knees
- Aiming at targets with improved accuracy
- Understanding ground-level ball travel
Next Steps
- Rolling with consistent power control
- Strategic target selection
- Understanding spin and direction
Milestone Indicators
Key Teaching Points
- Sideways stance with opposite foot forward is crucial for accurate rolling
- Ball must stay on ground throughout roll - no bouncing or throwing
- Bend knees to get low to ground for smooth release
- Look at target before rolling, not at ball during release
- Practice with both hands to develop bilateral coordination
- Celebrate effort and improvement, not just accuracy
- Safety first - controlled retrieval of balls and equipment
Common Misconceptions
- Children think rolling harder always means more accurate - teach controlled power
- Belief that throwing and rolling are the same - emphasise ground contact throughout
- Assumption that dominant hand will always be better - encourage both-hand practice
- Thinking accuracy comes immediately - emphasise practice and gradual improvement
- Misconception that technique doesn't matter if you hit target - reinforce proper form
SEN Adaptations
ADHD
- Shorter activity segments, regular movement breaks, clear physical boundaries for activities
dyspraxia
- Larger, softer balls, simplified movement patterns, extra demonstration and practice time
autism spectrum
- Clear, predictable routines, visual schedule of activities, quiet space available if needed
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of setup, pair with sighted peer for guidance
hearing impairment
- Use visual demonstrations extensively, written instruction cards, clear hand signals for start/stop
physical disability
- Seated rolling variations, larger balls for easier handling, shorter distances to targets
Cross-Curricular Links
Maths
Counting rolls in golf game, scoring points, measuring distances to targets, understanding numbers and quantities
Science
Forces and motion - understanding how balls travel, gravity keeping balls on ground, cause and effect in target hitting
Geography
Directional language (North, South, East, West), spatial awareness, mapping course layouts
PSHE
Turn-taking, cooperation in team games, managing emotions in competitive situations, celebrating others' success
Teacher Guidance
Positioning
Move around perimeter to observe all children, position in corner during demonstrations for maximum visibility
Observation Focus
Watch for sideways stance adoption, ball staying on ground, safe movement around equipment
Intervention Points
Step in immediately if technique is unsafe, provide individual support for struggling children, manage competitive emotions
Demonstration Notes
Always demonstrate technique slowly first, then at normal speed, invite confident children to model good technique, use exaggerated movements for clarity
Verbal Cues
- •'Sideways like a soldier!'
- •'Bend those knees!'
- •'Keep it on the ground!'
- •'Look at your target!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m hall or playground area, clear of obstacles
Surface Check
Dry, even surface suitable for rolling balls safely
Equipment Safety
Safety Checks
- •Check tennis balls are not split or damaged
- •Ensure cones have no sharp edges or cracks
- •Verify hoops are intact and safe to handle
- •Confirm skittles are stable and unbreakable
Risk Management
Key Risks
- •Slips when moving quickly to collect balls
- •Collisions when multiple children retrieving equipment
- •Balls rolling under feet causing trips
- •Children running into stationary 'bridge' players
Risk Mitigation
- •Clear boundaries established for all activities
- •Controlled ball retrieval with teacher supervision
- •Adequate spacing between groups and individuals
- •Stop signals clearly understood and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during ball activities
- •Monitor equipment retrieval areas closely
- •Watch for overexcitement during competitive games
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact office if needed