Lesson 3 - Bouncing and Control
Foundation Hand-Ball Coordination and Control Development
•Reception
•Ball Skills
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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
Distributed around activity area perimeter
Alternative: Size 3 footballs, playground balls, tennis balls for smaller hands
Mark activity boundaries and collection points
Alternative: Markers, spots, hoops
Key Vocabulary
Making the ball go up and down by pushing it to the ground
Keeping the ball close to you so others can't take it
Empty areas where we can move without bumping into others
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
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