Lesson 2 - Stopping a Rolling Ball
Ball Mastery & Exploration
•Reception
•Ball Skills
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How can we use our hands and feet to become ball stopping superheroes?
Learning Objectives
- To develop the fundamental skill of stopping a rolling ball using hands and feet
- To move confidently and safely while controlling a ball
- To demonstrate good control and coordination in ball handling activities
Key Outcomes
- Students will stop a rolling ball using wide fingers and proper positioning
- Students will move their feet to get in line with the ball before stopping it
- Students will show improved control when handling equipment
Equipment & Resources Required
Store around perimeter in baskets for easy collection
Alternative: Large soft play balls, medium-sized rubber balls
Keep separate for differentiation activities
Alternative: Small foam balls, bean bags
Mark safe teaching area boundaries
Alternative: Spots, hoops as boundary markers
Key Vocabulary
Spreading fingers apart to create a bigger surface to catch and control the ball
Positioning your body directly in front of where the ball is rolling
Keeping the ball where you want it to be
Making the ball completely still
When the ball moves along the ground in a straight line
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and movement
- Ability to follow simple instructions
- Experience handling large objects
Current Skills
- Stopping rolling balls with hands
- Positioning body in line with ball
- Using feet to control balls
Next Steps
- Rolling balls accurately to targets
- Catching bounced balls
- Partner ball rolling activities
Milestone Indicators
Key Teaching Points
- Wide fingers create a bigger surface area for better ball control
- Moving feet to get body in line with ball before attempting to stop
- Eyes should track the ball throughout its movement
- Gentle, controlled movements are more effective than rushed actions
- Balance and body position are crucial for successful ball stopping
- Practice and patience lead to improved control and confidence
- Fair play and honesty enhance enjoyment for everyone
Common Misconceptions
- Thinking faster movement equals better control - emphasise controlled, deliberate actions
- Believing only hands can stop balls - introduce feet as alternative stopping method
- Assuming bigger pushes/rolls are better - teach gentle, manageable movements
- Thinking ball stopping is just about hands - whole body positioning is crucial
- Believing some students 'can't do it' - everyone can improve with practice and appropriate support
SEN Adaptations
ADHD
- Shorter activity bursts, clear visual boundaries, immediate positive feedback, movement breaks built in
dyspraxia
- Larger equipment, simplified instructions, extra practice time, break skills into smaller steps
autism spectrum
- Clear routines and predictable structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use brightly coloured balls with high contrast, provide verbal descriptions of movements, buddy system for guidance
hearing impairment
- Visual demonstrations and gestures, written/pictorial instruction cards, ensure face-to-face communication
physical disability
- Adapted ball sizes, seated versions of activities, modified stopping techniques using available movement
Cross-Curricular Links
Teacher Guidance
Positioning
Move around perimeter for visibility, position centrally for demonstrations, near students needing support
Observation Focus
Watch for correct wide finger positioning, body alignment with ball, safe movement patterns
Intervention Points
Step in if students struggling with technique, safety concerns, or game behaviour issues
Demonstration Notes
Use exaggerated movements for visibility, demonstrate both correct and incorrect technique for contrast, involve students in demonstrations when appropriate
Verbal Cues
- •'Wide fingers like a starfish!'
- •'Move your feet to meet the ball!'
- •'Gentle control, not hard hitting!'
- •'Watch the ball with your eyes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, suitable for 30 students with individual ball space
Surface Check
Dry, even surface free from obstacles, adequate grip for stopping movements
Equipment Safety
Safety Checks
- •Check balls are properly inflated but not over-inflated
- •Inspect for any damage or rough surfaces
- •Ensure appropriate ball size for Reception students' hand span
Risk Management
Key Risks
- •Slips during quick direction changes
- •Collisions when chasing balls
- •Falls during balance activities
- •Ball impacts from uncontrolled rolling
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between students during all activities
- •Progressive skill building from static to dynamic
- •Emphasis on controlled movements rather than speed
- •Clear rules about ball control in games
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor spacing during dynamic activities
- •Watch for fatigue affecting coordination
- •Be alert during balance challenges
Emergency Procedures
Stop activity immediately, assess any injury, appropriate first aid response, clear area if needed