Lesson 5 - Combining Pushing and Rolling
Foundation Hand-Ball Coordination and Control Development
•Reception
•Ball Skills
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How can we use our hands to control a ball while working as a team?
Learning Objectives
- To explore different ways of rolling and pushing a ball with hands
- To begin to understand teamwork and following a partner
- To develop ball control through pushing and rolling techniques
Key Outcomes
- Students will demonstrate different ways to push and roll a ball
- Students will show increased control when moving a ball with their hands
- Students will work cooperatively with a partner in simple team activities
Equipment & Resources Required
Distributed around the edge of the activity area
Alternative: Bean bags, tennis balls, or small footballs
Set up as gates around the space for progression activity
Alternative: Markers, hoops, or chalk circles
For clear stop/start signals
Alternative: Hand signals or voice commands
Key Vocabulary
Using your hands to move the ball forward with force
Making the ball move along the ground in a smooth motion
Keeping the ball close and moving it where you want it to go
Someone you work with in a team
An empty area where you can move safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Simple rolling movements
- Following simple instructions
Current Skills
- Combining pushing and rolling movements
- Partner cooperation and following
- Ball control with dominant hand
Next Steps
- Rolling and pushing towards targets
- Simple passing between partners
- Introduction to catching skills
Milestone Indicators
Key Teaching Points
- Emphasise gentle, controlled movements over speed or force
- Constantly reinforce the importance of cooperation and taking turns
- Use clear, simple language and repeat key vocabulary throughout
- Provide immediate positive feedback for effort and improvement
- Model all activities at child height for better understanding
- Connect ball skills to familiar contexts children can relate to
- Ensure every child experiences success at their own level
Common Misconceptions
- Pushing means using force - correct by demonstrating gentle, controlled pushes
- Rolling is the same as throwing - show the difference between underarm rolling and overarm throwing
- Working with a partner means doing everything exactly the same - explain that partners have different roles
- Control means holding the ball tight - demonstrate that control means guiding the ball where you want it to go
- Faster is always better - emphasise that control and accuracy are more important than speed
SEN Adaptations
ADHD
- Provide regular movement breaks, use clear boundaries, give immediate positive feedback
dyspraxia
- Use larger, slower balls, allow extra practice time, break down movements into smaller steps
autism spectrum
- Provide clear routine structure, offer quiet space if overwhelmed, use visual schedule of activities
visual impairment
- Use brightly coloured balls, provide verbal descriptions of space layout, assign sighted partner for guidance
hearing impairment
- Use visual signals for stop/start, demonstrate all instructions clearly, ensure child can see teacher's face
physical disability
- Adapt pushing to seated position, use larger balls for easier handling, modify movement to child's ability
Cross-Curricular Links
Maths
Counting gates passed through, comparing fast and slow movements, spatial concepts of near and far
Teacher Guidance
Positioning
Move around the outside of the activity area to observe all pairs, position centrally for demonstrations
Observation Focus
Watch for safe partner cooperation, ball control development, and spatial awareness
Intervention Points
Step in if balls are out of control, pairs are struggling to cooperate, or safety concerns arise
Demonstration Notes
Always demonstrate at child height, use exaggerated movements for clarity, involve students in demonstrations when safe
Verbal Cues
- •'Gentle pushes!'
- •'Keep it close!'
- •'Follow your partner!'
- •'Find the space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles and with defined boundaries
Surface Check
Clean, dry, non-slip surface suitable for ground level ball activities
Equipment Safety
Safety Checks
- •Use soft, age-appropriate balls only
- •Check balls are properly inflated but not over-inflated
- •Ensure cones have no sharp edges or points
Risk Management
Key Risks
- •Collisions between students during movement
- •Slips from balls left on floor
- •Students moving outside designated area
Risk Mitigation
- •Clear boundaries established and explained
- •Adequate spacing maintained between pairs
- •Immediate stop signals when needed
- •Balls collected promptly when not in use
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all pairs
- •Monitor ball control to prevent wayward balls
- •Watch for fatigue during continuous activities
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or comfort, inform senior staff if required