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Lesson 5 - Combining Pushing and Rolling

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 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

Balls

1 per pair (15 balls)

Distributed around the edge of the activity area

Alternative: Bean bags, tennis balls, or small footballs

Coloured Cones

8-10 cones

Set up as gates around the space for progression activity

Alternative: Markers, hoops, or chalk circles

Whistles

For clear stop/start signals

Alternative: Hand signals or voice commands

Key Vocabulary

Push

Using your hands to move the ball forward with force

Roll

Making the ball move along the ground in a smooth motion

Control

Keeping the ball close and moving it where you want it to go

Partner

Someone you work with in a team

Space

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

Consistent ball contact with hands

Ability to follow partner without collisions

Beginning to control ball speed and direction

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