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Lesson 4 - Bouncing into Space with 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 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

Balls

1 per student (30 balls)

Various sizes available - smaller balls for students who need more success

Alternative: Bean bags, soft play balls, tennis balls for those needing easier control

Cones

15-20 cones

Scattered randomly across space at different heights and distances

Alternative: Spots, markers, or soft play equipment

Bibs

5-10 for helpers/demonstrators

Different colour for student helpers during demonstrations

Alternative: Coloured bands or simple visual identifiers

Key Vocabulary

Control

Keeping the ball close to your body so others cannot take it away

Bounce

Making the ball hit the ground and come back up to your hands

Space

An empty area where you can move without bumping into anyone or anything

Defenders

The cones that represent players trying to stop us (we must avoid them)

Fingertips

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

Ball stays within arm's reach while bouncing

Confident use of dominant hand for bouncing

Consistent avoidance of obstacles while moving

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