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Lesson 1 - Exploring Pushing with Hands

Foundation Hand-Ball Coordination and Control Development

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Reception

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Ball Skills

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30 min

Big Question

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

Large Balls

1 per student (30)

Place balls around the edge of the activity area for easy collection

Alternative: Medium playground balls, foam balls for nervous students

Music Player

Ensure volume is appropriate for outdoor/indoor space

Alternative: Whistle for stop/start signals, tambourine

Cones

8-10

Used for creating boundaries and marking obstacles

Alternative: Bean bags, hoops laid flat

Key Vocabulary

Control

Keeping the ball close to us and preventing others from taking it

Pushing

Using our hands to move the ball forward with small, gentle movements

Space

Empty areas where we can move safely without bumping into others

Fingertips

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

Consistently keeps ball within arm's reach when moving

Uses fingertips rather than palms for better control

Demonstrates understanding by explaining why control is important

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