⚪

Lesson 1 - Rolling and Tracking

Control Through Manipulation

•

Reception

•

Ball Skills

•

40 min

Big Question

How can we control a ball to help our friends catch it?

Learning Objectives

To develop accurate rolling technique with good control
To improve tracking and receiving skills using appropriate footwork
To demonstrate safe movement in shared space whilst handling equipment

Key Outcomes

Students will roll a ball with improved accuracy towards a partner
Students will move their feet to get in line with an approaching ball
Students will demonstrate controlled movements whilst avoiding collisions

Equipment & Resources Required

Tennis Balls

1 per student (30)

Distribute around perimeter before lesson starts

Alternative: Bean bags, soft playground balls, foam balls

Cones

30 (15 pairs)

Use to create gates, store in central location initially

Alternative: Plastic bottles, bean bags, markers

Playground balls

1 (optional)

For demonstration purposes and easier practice option

Alternative: Large beach ball, football

Key Vocabulary

Rolling

Pushing the ball along the ground with your hand in a smooth action

Tracking

Moving your feet and body to get in line with a moving ball

Target

The place you want your ball to go

Ready position

Standing with knees slightly bent, hands ready to catch

Gate

A space between two cones that you roll the ball through

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Can walk and run with basic control
Can hold and carry lightweight objects
Understands basic 'stop' and 'go' commands

Current Skills

Rolling a ball with stepping action
Tracking a moving ball with eyes and feet
Coordinating hand and foot movements together

Next Steps

Rolling with increased accuracy over longer distances
Bouncing and catching skills
Simple target games with rolling

Milestone Indicators

Consistent stepping forward when rolling

Automatic foot movement to track balls

Smooth coordination of rolling and receiving

Key Teaching Points

Always bend low when rolling - this gives you much better control and accuracy
Step forward with the opposite foot to your rolling hand - this gives power and direction
Move your feet to get in line with the ball when receiving - don't just reach with your arms
Use two hands together when catching - they work as a team to secure the ball
Point your hand toward your target as you release - this helps with accuracy
Wait until your partner is ready and looking at you before rolling
Keep rolls gentle and controlled - hard rolls are difficult for partners to catch

Common Misconceptions

Children think rolling harder will be more accurate - teach that control is more important than power
Many children use same-side foot when rolling - emphasise opposite foot stepping for better technique
Children often reach with arms instead of moving feet to track balls - demonstrate the importance of footwork
Some children think they must stay in one spot when receiving - show how moving feet improves success
Children may think rolling is just pushing - explain the stepping and swinging action for proper technique

SEN Adaptations

ADHD

Shorter activity bursts, immediate feedback and praise, clear physical boundaries, movement breaks built in

dyspraxia

Larger balls for easier handling, simplified movement patterns, extra practice time, breaking down skills into smaller steps

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, consistent language and instructions

visual impairment

Use brightly coloured balls, provide audio cues for ball direction, ensure clear verbal descriptions of activities

hearing impairment

Use visual demonstrations extensively, simple hand signals for start/stop, written instruction cards with pictures

physical disability

Seated rolling activities, use of ramps or larger balls, modified distances and targets

Cross-Curricular Links

Maths

Counting successful rolls, measuring distances between partners, understanding concepts of 'closer' and 'further'

Science

Exploring forces needed to roll balls, observing how different sized balls move differently

Teacher Guidance

Positioning

Move around perimeter to observe all pairs, position centrally for demonstrations

Observation Focus

Watch for technique development, partnership cooperation, and safety awareness

Intervention Points

Step in when technique needs correction, partnerships need support, or safety issues arise

Demonstration Notes

Always demonstrate at child's eye level, use exaggerated movements for clarity, involve children in demonstrations when possible

Verbal Cues

•'Bend low!'
•'Step forward!'
•'Move your feet!'
•'Two hands ready!'
•'Point to your target!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, suitable for pair work with 3m spacing

Surface Check

Dry, even surface free from hazards, suitable for sitting and rolling activities

Equipment Safety

Safety Checks

•Check tennis balls are in good condition with no splits
•Ensure cones have no sharp edges or cracks
•Verify balls are appropriate size for young children's hands

Risk Management

Key Risks

•Balls rolling into other activity areas
•Children colliding during running activities
•Slips when moving to collect balls

Risk Mitigation

•Clear boundaries established for each pair's activity area
•Controlled rolling speeds - no hard throwing
•Clear instructions for safe running patterns around gates
•Adequate spacing between pairs during all activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple pairs simultaneously
•Monitor running activities around gates closely
•Check technique to prevent strain or poor movement patterns

Emergency Procedures

Stop signal for immediate attention, first aid kit accessible, clear evacuation routes maintained