Lesson 1 - Rolling and Target Practice
Ball Mastery & Exploration
•Reception
•Ball Skills
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- Complete activity instructions & timing
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How can we use our hands to make a ball go exactly where we want it to?
Learning Objectives
- To develop rolling a ball to a target with control and accuracy
- To negotiate space safely while handling equipment
- To demonstrate good control and coordination in ball handling movements
Key Outcomes
- Students will be able to roll a ball towards a target using correct technique
- Students will show controlled ball handling skills using fingertips
- Students will move safely around equipment and other children
Equipment & Resources Required
Distributed around area perimeter for easy collection
Alternative: Bean bags, soft foam balls, playground balls for easier handling
Scattered throughout teaching area as targets
Alternative: Skittles, plastic bottles, hula hoops as targets
Available for children who need easier-to-handle equipment
Alternative: Larger foam balls, beach balls
Key Vocabulary
Moving the ball along the ground using your hands
Something you are trying to hit with your ball
The ends of your fingers that give you the best control
Moving one foot towards your target when you roll
Pointing your hand towards where you want the ball to go
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and movement
- Ability to hold and manipulate objects
- Understanding of simple instructions
Current Skills
- Ball control using hands and fingertips
- Rolling technique with stepping forward
- Target accuracy and distance judgement
Next Steps
- Rolling to moving targets
- Using feet to control balls
- Partner rolling activities
Milestone Indicators
Key Teaching Points
- Bend down low to ground level when rolling for better control and accuracy
- Step forward with opposite foot to rolling arm to increase power and direction
- Use fingertips for gentle ball control, not palms, for better precision
- Point hand towards target after rolling to show direction and improve accuracy
- Choose appropriate targets based on skill level for success and confidence building
Common Misconceptions
- Children may think throwing and rolling are the same - emphasise ball staying on ground
- Belief that harder rolling always means better results - teach control over power
- Assumption that all targets should be equally easy - explain difficulty levels and personal choice
- Thinking technique doesn't matter if ball reaches target - emphasise proper form for consistency
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks, positive reinforcement
dyspraxia
- Larger balls for easier handling, simplified movement patterns, additional practice time, breaking down technique into smaller steps
autism spectrum
- Clear visual schedule of activities, designated quiet space if needed, consistent routines and expectations
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of target locations, tactile guidance for rolling technique
hearing impairment
- Use visual demonstrations and gestures, written or pictorial instructions, ensure child can see teacher's face clearly
physical disability
- Provide seated rolling opportunities, adapted ball sizes, modified distances, alternative target arrangements
Cross-Curricular Links
Maths
Counting successful target hits, measuring distances to targets, understanding concepts of near/far, big/small
Science
Exploring forces and motion, understanding cause and effect with ball movement, discussing materials and their properties
PSHE
Taking turns, showing resilience when missing targets, celebrating others' successes, following safety rules
Teacher Guidance
Positioning
Stand where all children are visible, move around area to provide individual support and encouragement
Observation Focus
Watch for correct rolling technique, safe movement during retrieval, positive interaction and cooperation
Intervention Points
Step in if children struggling with technique, unsafe movement patterns, or need additional encouragement
Demonstration Notes
Use exaggerated movements for visibility, demonstrate both correct and common incorrect techniques for comparison, involve children in demonstrations when appropriate
Verbal Cues
- •'Bend low like touching the ground!'
- •'Point where you want it to go!'
- •'Gentle push with fingertips!'
- •'Step forward with your roll!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, suitable for ball rolling and retrieval
Surface Check
Dry, smooth, level surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Tennis balls checked for splits or damage
- •Cones inspected for sharp edges or cracks
- •Appropriate ball size for Reception children's hand span
Risk Management
Key Risks
- •Collisions during ball chasing and retrieval
- •Slips when moving quickly to collect balls
- •Balls rolling into unsafe areas
- •Children in target areas during rolling
Risk Mitigation
- •Clear boundaries established for activity areas
- •Controlled rolling distances to maintain safe retrieval
- •One-way traffic system for target practice
- •Regular safety reminders during activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear visibility of all children during activities
- •Monitor ball retrieval areas for safe movement
- •Watch for children following safety instructions
- •Intervene immediately if unsafe behaviour observed
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid if needed, notify appropriate personnel