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Lesson 3 - Bouncing and Control

Foundation Hand-Ball Coordination and Control Development

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Reception

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Ball Skills

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45 min

Big Question

How can we use our hands to keep a ball under control while we move?

Learning Objectives

Explore different ways of bouncing a ball using hands
Develop understanding of the concept of 'control' in ball skills
Learn to move with a ball while avoiding other students

Key Outcomes

Students will be able to bounce a ball with increasing control
Students will understand why keeping the ball close is important
Students will be able to move safely around others while bouncing

Equipment & Resources Required

Balls

1 per student (30 total)

Distributed around activity area perimeter

Alternative: Size 3 footballs, playground balls, tennis balls for smaller hands

Cones

8-10

Mark activity boundaries and collection points

Alternative: Markers, spots, hoops

Key Vocabulary

Bouncing

Making the ball go up and down by pushing it to the ground

Control

Keeping the ball close to you so others can't take it

Space

Empty areas where we can move without bumping into others

Dribbling

Bouncing the ball while moving around

Skill Progression Pathway

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

Prior Learning

Basic understanding of rolling a ball
Ability to catch and throw with support
Awareness of personal space

Current Skills

Bouncing with two hands
Bouncing with dominant hand
Understanding of control and space

Next Steps

Dribbling while moving faster
Changing hands while bouncing
Simple ball games with rules

Milestone Indicators

Ball stays within arm's reach consistently

Can stop and start bouncing on command

Shows awareness of others while moving

Key Teaching Points

Use fingertips not palms for better ball control
Keep ball close to body to maintain control
Start with two hands before progressing to one hand
Gentle force creates better control than hard bouncing
Eyes up for spatial awareness when moving
Quick response to stop commands develops control
Connect body part learning to movement functions

Common Misconceptions

Students often think harder bouncing is better - emphasise control over force
Many students look only at ball - teach heads-up awareness
Some think throwing and bouncing are same - demonstrate clear difference
Students may rush movements - emphasise slow, controlled practice
Some believe bigger bounces are more skilful - show value of small, controlled bounces

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries, regular positive reinforcement

dyspraxia

Larger, textured balls, simplified movement patterns, extra practice time

autism spectrum

Clear routine structure, visual schedule available, quiet space if overwhelmed

visual impairment

Use brightly coloured balls, verbal descriptions of all demonstrations, buddy system for guidance

hearing impairment

Clear visual demonstrations, hand signals for freeze command, written instruction cards

physical disability

Seated bouncing option, larger balls for easier handling, modified catch distances

Cross-Curricular Links

Science

Forces and motion, cause and effect of pushing ball down

Teacher Guidance

Positioning

Central position with clear sightlines to all students, move around during activities

Observation Focus

Watch for proper finger technique, ball control, and spatial awareness

Intervention Points

Step in if students lose control, balls become dangerous, or collisions likely

Demonstration Notes

Always demonstrate close to students, use exaggerated movements for clarity, repeat demonstrations as needed

Verbal Cues

•'Fingers, not palms!'
•'Keep it close!'
•'Gentle bounces!'
•'Eyes up to see others!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor hall or outdoor hard surface area

Surface Check

Even, non-slip surface free from water or debris

Equipment Safety

Safety Checks

•All balls properly inflated and free from damage
•No sharp edges on any markers or cones
•Balls appropriate size for Reception age group

Risk Management

Key Risks

•Collisions between students during movement
•Slips from bouncing balls underfoot
•Ball strikes to face or body
•Tripping over stationary balls

Risk Mitigation

•Clear boundaries established and understood
•Adequate spacing maintained between students
•Controlled bouncing height to prevent ball strikes
•Immediate ball collection when lesson ends

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students at all times
•Monitor space between students during movement activities
•Watch for students losing control of ball

Emergency Procedures

Stop activity immediately, assess injury, appropriate first aid response, inform relevant staff