Lesson 4 - Bouncing and Catching with Control
Ball Mastery & Exploration
•Reception
•Ball Skills
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How can we use the 'magic moment' to become brilliant ball catchers?
Learning Objectives
- To develop bouncing and catching a ball with increasing control
- To understand the concept of the 'magic moment' when catching
- To handle equipment effectively with good coordination
Key Outcomes
- Students will bounce and catch a ball consistently using two hands
- Students will identify and use the 'magic moment' for successful catching
- Students will move safely while handling balls with good spatial awareness
Equipment & Resources Required
Pre-positioned around hall perimeter for easy collection
Alternative: Large tennis balls, foam balls for easier catching
Mark boundaries and safe zones
Alternative: Markers, spots
For identifying taggers in warm-up game
Alternative: Different coloured balls, wristbands
Key Vocabulary
The perfect time to catch a ball when it reaches its highest point after bouncing
Pushing a ball down so it comes back up from the ground
Using both hands together to grab and secure a ball
An area away from walls and other people where you can move freely
Making your hands, eyes and body work together smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can hold and carry a ball safely
- Beginning to throw and catch with adult support
- Understands basic spatial awareness concepts
Current Skills
- Coordinated bouncing and catching with two hands
- Understanding timing for successful catches
- Ball control through different movement patterns
Next Steps
- Throwing and catching with a partner
- Dribbling while moving in different directions
- Simple target games with balls
Milestone Indicators
Key Teaching Points
- The magic moment occurs at the peak of the ball's bounce when it stops rising
- Two-handed catching provides better control and safety than one-handed attempts
- Eyes must track the ball throughout the entire bouncing and catching sequence
- Controlled force when pushing the ball down leads to more predictable bounces
- Moving feet to the ball's position is essential for successful catching
- Persistence and practice lead to improvement in ball handling skills
- Safe spacing and awareness of others prevents collisions during activities
Common Misconceptions
- Children think harder bouncing is always better - teach controlled force appropriate to skill level
- Belief that one hand is sufficient for catching - consistently reinforce two-handed technique
- Assumption that watching the ball isn't important - emphasise eye tracking throughout all activities
- Misconception that the magic moment is when the ball hits the ground - clarify it's at the peak
- Thinking that catching immediately after releasing is correct - teach patience for proper bounce timing
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, use movement breaks between seated discussions
dyspraxia
- Use larger, slower balls, allow extra practice time, break skills into smaller steps, provide hand-over-hand support when needed
autism spectrum
- Provide visual schedule of activities, allow sensory breaks if needed, use consistent language and routines throughout
visual impairment
- Use brightly coloured balls, provide verbal descriptions of all movements, assign sighted buddy for guidance and safety
hearing impairment
- Use visual signals and demonstrations, provide written command cards for remote control game, ensure child can see teacher clearly
physical disability
- Adapt to seated play with table-height bouncing, use lighter balls or balloons, modify catching distances as needed
Cross-Curricular Links
Science
Forces and motion, cause and effect relationships, gravity effects on balls, push and pull forces
Teacher Guidance
Positioning
Move around perimeter for optimal observation of all children, position centrally for demonstrations
Observation Focus
Watch for hand-eye coordination development, timing understanding, and safe equipment handling
Intervention Points
Step in when children show frustration, unsafe behaviour, or need individual skill support
Demonstration Notes
Use slow, exaggerated movements for skill demonstrations, repeat key concepts frequently, provide positive encouragement for all attempts
Verbal Cues
- •'Two hands like catching a butterfly!'
- •'Eyes on the ball - watch the magic!'
- •'Gentle pushes keep the ball close!'
- •'Move your feet to the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space with 2m boundary from walls
Surface Check
Non-slip, even surface free from water, toys, or obstacles
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and free from damage
- •Ensure adequate ball-to-child ratio (1:1)
- •Remove any balls with cracks or sharp edges
Risk Management
Key Risks
- •Ball strikes to face during bouncing activities
- •Collisions between children during movement games
- •Slips and falls on smooth surfaces
- •Overcrowding in activity spaces
Risk Mitigation
- •Maintain adequate spacing between children (2m minimum)
- •Teach controlled bouncing techniques to prevent wild throws
- •Establish clear boundaries and movement rules
- •Provide constant supervision and intervention when needed
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sightlines to all children
- •Monitor spacing during all movement activities
- •Watch for tired or frustrated children needing support
- •Intervene immediately if unsafe behaviour occurs
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, and ensure other children remain safely occupied