Lesson 1 - Exploring Pushing with Hands
Foundation Hand-Ball Coordination and Control Development
•Reception
•Ball Skills
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How can we use our hands to keep a ball close to us while moving?
Learning Objectives
- To explore different ways of using hands to move with a ball
- To understand the meaning of 'control' and why it's important
- To develop basic pushing techniques with hands
Key Outcomes
- Students will demonstrate various ways to push a ball with their hands
- Students will show understanding of ball control by keeping the ball close
- Students will respond appropriately to stop/start commands during movement
Equipment & Resources Required
Place balls around the edge of the activity area for easy collection
Alternative: Medium playground balls, foam balls for nervous students
Ensure volume is appropriate for outdoor/indoor space
Alternative: Whistle for stop/start signals, tambourine
Used for creating boundaries and marking obstacles
Alternative: Bean bags, hoops laid flat
Key Vocabulary
Keeping the ball close to us and preventing others from taking it
Using our hands to move the ball forward with small, gentle movements
Empty areas where we can move safely without bumping into others
The very ends of our fingers that give us the best control
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of stop and start commands
- Ability to hold and carry a ball
- Basic spatial awareness when moving
Current Skills
- Pushing a ball with hands using small controlled movements
- Understanding of the concept 'control'
- Moving with a ball while maintaining possession
Next Steps
- Pushing the ball in different directions
- Using both hands alternately for control
- Introduction to bouncing with control
Milestone Indicators
Key Teaching Points
- Always emphasise fingertip control over palm pushing for better ball management
- Consistently reinforce the concept that 'control means close' throughout all activities
- Use walking pace only - running leads to loss of control and safety issues
- Model freeze position clearly - both hands on ball, body still and balanced
- Connect all movements to real-game situations to build understanding of purpose
- Celebrate effort and improvement rather than perfection to build confidence
- Use positive, child-friendly language that Reception students can understand and remember
Common Misconceptions
- Students thinking harder pushes give better control - emphasise gentle fingertip technique
- Believing only one hand is needed - consistently require two-handed control
- Assuming running makes them better at ball control - reinforce walking pace
- Thinking control is only about holding still - show control during movement
- Believing big movements are more impressive - celebrate small, controlled movements
SEN Adaptations
ADHD
- Use shorter activity segments, provide clear boundaries, offer frequent positive feedback
dyspraxia
- Use larger balls for easier handling, provide extra practice time, break down movements into smaller steps
autism spectrum
- Provide clear routine structure, use visual schedule, allow sensory breaks if needed
visual impairment
- Use brightly coloured balls, provide verbal descriptions of demonstrations, pair with sighted buddy
hearing impairment
- Use visual signals for stop/start, ensure clear sight lines for demonstrations, use vibration signals
physical disability
- Provide balls of appropriate size for grip, allow seated participation, adapt pushing to available movement
Cross-Curricular Links
Science
Exploring forces through pushing, understanding cause and effect with ball movement
Teacher Guidance
Positioning
Central position during demonstrations, perimeter movement during practice, music control position during games
Observation Focus
Watch for fingertip technique, ball proximity during movement, response to stop signals, spatial awareness
Intervention Points
Step in if students losing control consistently, unsafe movement occurs, or rules not being followed
Demonstration Notes
Always demonstrate at student level, exaggerate key points, use positive examples from students during lesson
Verbal Cues
- •'Fingertips only!'
- •'Keep it close like a friend!'
- •'Gentle pushes!'
- •'Watch your space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, suitable for 30 Reception students moving simultaneously
Surface Check
Dry, non-slip surface free from hazards, suitable for ball rolling without unexpected bounces
Equipment Safety
Safety Checks
- •Check all balls are properly inflated but not over-inflated
- •Ensure no sharp edges on cones or markers
- •Verify music equipment is safely positioned
Risk Management
Key Risks
- •Students colliding while focusing on balls
- •Slips from balls rolling underfoot
- •Over-excitement leading to unsafe movement
Risk Mitigation
- •Clear boundaries established and maintained
- •Emphasis on walking pace rather than running
- •Regular reminders about spatial awareness
- •Immediate response to stop signals
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during activities
- •Move around perimeter during practice sessions
- •Stay central during demonstration phases
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate support, clear equipment if needed