Lesson 1 - Rolling and Tracking
Control Through Manipulation
•Reception
•Ball Skills
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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
Distribute around perimeter before lesson starts
Alternative: Bean bags, soft playground balls, foam balls
Use to create gates, store in central location initially
Alternative: Plastic bottles, bean bags, markers
For demonstration purposes and easier practice option
Alternative: Large beach ball, football
Key Vocabulary
Pushing the ball along the ground with your hand in a smooth action
Moving your feet and body to get in line with a moving ball
The place you want your ball to go
Standing with knees slightly bent, hands ready to catch
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
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