Lesson 4 - Bouncing into Space with Control
Foundation Hand-Ball Coordination and Control Development
•Reception
•Ball Skills
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How can we use our hands to bounce a ball safely around defenders while keeping control?
Learning Objectives
- To explore different ways of bouncing a ball with increasing control using hands
- To understand the meaning of 'control' and why keeping the ball close is important
- To develop spatial awareness by moving into space while avoiding obstacles and other students
Key Outcomes
- Students will bounce a ball with control using different parts of their hands
- Students will demonstrate understanding of 'control' by keeping the ball close to their body
- Students will move safely into spaces while bouncing, avoiding cones and other students
Equipment & Resources Required
Various sizes available - smaller balls for students who need more success
Alternative: Bean bags, soft play balls, tennis balls for those needing easier control
Scattered randomly across space at different heights and distances
Alternative: Spots, markers, or soft play equipment
Different colour for student helpers during demonstrations
Alternative: Coloured bands or simple visual identifiers
Key Vocabulary
Keeping the ball close to your body so others cannot take it away
Making the ball hit the ground and come back up to your hands
An empty area where you can move without bumping into anyone or anything
The cones that represent players trying to stop us (we must avoid them)
The ends of your fingers that give you the best control of the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination from previous ball handling activities
- Understanding of personal space and simple movement patterns
- Basic knowledge of body parts (hands, fingers, palms)
Current Skills
- Controlled bouncing using fingertips rather than palms
- Understanding the concept of 'control' in ball handling
- Spatial awareness while moving with a ball
Next Steps
- Bouncing while changing pace and direction
- Partner activities involving controlled passing
- Introduction to simple ball games with rules
Milestone Indicators
Key Teaching Points
- Emphasise fingertip control over palm slapping for better ball handling
- Connect 'control' concept to keeping ball close to body for safety and success
- Model and praise honesty when students touch cones during activities
- Encourage looking up and around for spatial awareness, not just down at ball
- Celebrate effort and improvement over perfection or comparison with others
- Use variety of ball types to help all students find success at their level
- Maintain focus on personal challenge rather than competition with others
Common Misconceptions
- Students thinking harder bouncing equals better control - demonstrate gentle fingertip control
- Believing they must use dominant hand only - encourage exploration of both hands
- Thinking speed is more important than control - emphasise quality over speed throughout
- Misunderstanding 'space' as anywhere they want to go - teach about safe, empty spaces
- Assuming touching cones is 'failure' - frame as learning opportunity and chance to practice honesty
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, regular movement breaks, simple one-step instructions at a time
dyspraxia
- Larger, softer balls initially, extra practice time, break down movements into smaller steps, celebrate all attempts
autism spectrum
- Clear visual schedule of activities, quiet space available if needed, consistent routines and expectations
visual impairment
- Use bright coloured balls with sound-making capabilities, provide verbal descriptions of space layout, buddy system for navigation
hearing impairment
- Use visual demonstrations extensively, hand signals for stop/start, written or picture instructions for complex activities
physical disability
- Adapted balls for different grip abilities, seated bouncing options, modified distances and movements as needed
Cross-Curricular Links
Maths
Counting bounces, recognising patterns in alternating hand movements, spatial concepts like near/far
Science
Forces and motion - why balls bounce, gravity effects, cause and effect relationships
PSHE
Honesty and fair play, resilience when learning new skills, cooperation and sharing space
Teacher Guidance
Positioning
Move around perimeter of activity space for maximum visibility, position near students needing additional support
Observation Focus
Watch for ball control development, spatial awareness, honest behaviour, and positive peer interactions
Intervention Points
Step in if unsafe movement patterns develop, provide individual support for students struggling with concept of control
Demonstration Notes
Use exaggerated movements to show contrast between good and poor control, demonstrate at student eye level when possible
Verbal Cues
- •'Fingertips for control!'
- •'Find a space!'
- •'Keep it close!'
- •'Eyes up, look around!'
- •'Gentle bounces!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space or playground area with clear boundaries
Surface Check
Clean, dry, even surface free from obstacles, adequate grip for safe movement
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and free from cracks
- •Ensure cones have no sharp edges and are appropriate height
- •Various ball sizes available to match students' hand spans
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Tripping over balls or cones
- •Overexertion leading to loss of control
- •Frustration with non-dominant hand leading to unsafe throwing
Risk Mitigation
- •Clear movement patterns established before starting activities
- •Adequate spacing maintained throughout all activities
- •Emphasis on control over speed in all instructions
- •Regular reminders about looking up and being aware of others
- •Adult supervision positioned for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple groups simultaneously
- •Move around space to support different abilities
- •Watch for signs of fatigue affecting safety
- •Monitor equipment use and appropriateness
Emergency Procedures
Stop activity immediately if unsafe behaviour observed, clear procedures for injury management, ensure first aid kit accessible