🎯

Lesson 6 - Rolling with Accuracy and Control

Throwing, Kicking & Rolling Skills

•

Nursery

•

Target Games

•

55 min

Big Question

How can we use both hands to roll balls accurately and help our friends play safely?

Learning Objectives

To develop rolling accuracy using both dominant and non-dominant hands
To understand the importance of bilateral skill development in target games
To demonstrate safe equipment handling and storage practices

Key Outcomes

Students will roll balls with improved accuracy using both hands
Students will explain why practising with both hands is important
Students will safely transport and store equipment at lesson end

Equipment & Resources Required

Soft Dodgeballs

20 (various sizes)

Stored in easily accessible baskets around activity area

Alternative: Bean bags, tennis balls

Cones

Used for boundaries and target marking

Alternative: Beanbags as markers

Plastic Bottles

Positioned at midpoint between rolling lines

Alternative: Plastic bottles filled with sand

Cricket Equipment

Appropriate size for nursery children

Alternative: Large wooden spoons, foam paddles

Tees

Adjustable height for nursery age group

Alternative: Traffic cones with balls balanced on top

Tunnels

For collection games and equipment storage

Alternative: Large cardboard boxes

Sun Markers

Mark rolling lines 5 metres from targets

Alternative: Chalk lines, rope

Key Vocabulary

Rolling

Moving a ball along the ground using smooth, controlled movements

Accuracy

Getting the ball to go exactly where you want it to go

Non-dominant hand

The hand you don't usually write or throw with

Target

Something we aim at when rolling the ball

Bilateral

Using both sides of our body equally well

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball handling and grasping skills
Simple rolling movements with preferred hand
Understanding of basic safety rules

Current Skills

Bilateral rolling with accuracy
Understanding importance of non-dominant hand practice
Safe equipment transportation and storage

Next Steps

Rolling at moving targets
Advanced target games with multiple balls
Teaching rolling skills to others

Milestone Indicators

Consistent ball release with both hands

Improved accuracy over lesson duration

Confident equipment handling without reminders

Key Teaching Points

Bilateral skill development is crucial for nursery age brain development
Safety in equipment handling builds lifelong responsible habits
Accuracy develops through patient practice, not force
Cooperative games build social skills alongside physical skills
Self-assessment helps children take ownership of their learning
Positive encouragement supports children through skill challenges
Equipment care connects to broader responsibility concepts

Common Misconceptions

Children thinking they should only use their 'good' hand - explain both hands need practice
Believing rolling harder equals more accuracy - demonstrate controlled, gentle rolling
Assuming immediate success with non-dominant hand - normalize the learning process
Thinking equipment care is not important - connect to future learning opportunities
Believing they can't improve if struggling - emphasise growth through practice

SEN Adaptations

ADHD

Shorter activity bursts, clear movement boundaries, regular position changes, fidget balls for waiting times

dyspraxia

Larger, slower balls, simplified movements, extra practice time, step-by-step breakdown of complex skills

autism spectrum

Clear routine establishment, visual schedule of activities, quiet zones available, sensory break options

visual impairment

Use high contrast balls, verbal descriptions of target positions, tactile boundary markers, buddy system for navigation

hearing impairment

Clear visual demonstrations, written instruction cards, visual signals for game changes, ensure face-to-face communication

physical disability

Seated rolling options, ramp assistance for ball release, adapted equipment for easier gripping, modified distances

Cross-Curricular Links

Maths

Counting successful rolls, measuring distances, understanding compass directions (NESW), timing challenges

Science

Forces and motion when rolling balls, cause and effect in target games, understanding speed and accuracy

Geography

Compass directions, spatial awareness, understanding position relationships

PSHE

Teamwork and cooperation, perseverance with challenging skills, safety awareness and responsibility

Teacher Guidance

Positioning

Move around perimeter during activities, centre position for demonstrations, close supervision during equipment handling

Observation Focus

Rolling technique development, bilateral skill progress, safety compliance, cooperative behaviour

Intervention Points

Step in for unsafe rolling force, assist with bilateral skill attempts, support struggling children, manage game disputes

Demonstration Notes

Always demonstrate bilateral skills yourself, show exaggerated safety procedures, model positive encouragement of others' efforts

Verbal Cues

•'Smooth roll, not throw!'
•'Remember your other hand!'
•'Safety first, fun second!'
•'Help your teammates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, additional storage area for equipment

Surface Check

Non-slip surface, free from water or debris, suitable for running and rolling activities

Equipment Safety

Safety Checks

•Soft foam balls only - no hard balls for nursery age
•Plastic skittles with rounded edges
•Appropriate sized bats/rackets for small hands
•Stable batting tees that won't tip easily

Risk Management

Key Risks

•Collisions during active games
•Slips during running activities
•Equipment hitting children during rolling
•Children not following safety instructions

Risk Mitigation

•Clear boundaries and movement rules established
•Appropriate equipment for age group
•Constant supervision during active phases
•Regular safety reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all children during games
•Active monitoring of French Cricket for appropriate force
•Close supervision during equipment collection
•Extra attention during bilateral skill challenges

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact office if needed