Lesson 6 - Rolling with Accuracy and Control
Throwing, Kicking & Rolling Skills
•Nursery
•Target Games
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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
Stored in easily accessible baskets around activity area
Alternative: Bean bags, tennis balls
Used for boundaries and target marking
Alternative: Beanbags as markers
Positioned at midpoint between rolling lines
Alternative: Plastic bottles filled with sand
Appropriate size for nursery children
Alternative: Large wooden spoons, foam paddles
Adjustable height for nursery age group
Alternative: Traffic cones with balls balanced on top
For collection games and equipment storage
Alternative: Large cardboard boxes
Mark rolling lines 5 metres from targets
Alternative: Chalk lines, rope
Key Vocabulary
Moving a ball along the ground using smooth, controlled movements
Getting the ball to go exactly where you want it to go
The hand you don't usually write or throw with
Something we aim at when rolling the ball
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
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