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Lesson 1 - Rolling and Target Practice

Ball Mastery & Exploration

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Reception

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Ball Skills

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40 min

Big Question

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

Tennis Balls

1 per child (30)

Distributed around area perimeter for easy collection

Alternative: Bean bags, soft foam balls, playground balls for easier handling

Cones

Scattered throughout teaching area as targets

Alternative: Skittles, plastic bottles, hula hoops as targets

Balls

5-10

Available for children who need easier-to-handle equipment

Alternative: Larger foam balls, beach balls

Key Vocabulary

Rolling

Moving the ball along the ground using your hands

Target

Something you are trying to hit with your ball

Fingertips

The ends of your fingers that give you the best control

Step forward

Moving one foot towards your target when you roll

Aim

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

Child can roll ball in intended direction

Ball reaches target area consistently

Child demonstrates stepping forward when rolling

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