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Lesson 2 - Stopping a Rolling Ball

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 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

Balls

30 (1 per student)

Store around perimeter in baskets for easy collection

Alternative: Large soft play balls, medium-sized rubber balls

Tennis Balls

15 (for extension activities)

Keep separate for differentiation activities

Alternative: Small foam balls, bean bags

Cones

8-10

Mark safe teaching area boundaries

Alternative: Spots, hoops as boundary markers

Traffic lights game demonstration showing...

image

Traffic lights game demonstration showing appropriate movement speeds and freeze positions

Key Vocabulary

Wide fingers

Spreading fingers apart to create a bigger surface to catch and control the ball

In line

Positioning your body directly in front of where the ball is rolling

Control

Keeping the ball where you want it to be

Stop

Making the ball completely still

Rolling

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

Wide finger positioning when stopping

Moving feet before attempting to stop

Maintaining balance while controlling ball

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