Lesson 2 - Rolling and Control
Foundation Hand-Ball Coordination and Control Development
•Reception
•Ball Skills
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How can we use our hands to make the ball go exactly where we want it to?
Learning Objectives
- Explore different ways of rolling a ball using hands
- Develop understanding of the concept of 'control' in ball skills
- Learn to roll a ball accurately towards targets
Key Outcomes
- Students will demonstrate various rolling techniques with increasing control
- Students will explain what 'control' means in ball skills context
- Students will successfully roll balls towards targets with improved accuracy
Equipment & Resources Required
Place balls in mesh bag at equipment station, various sizes available
Alternative: Soft play balls, bean bags for students with grip difficulties
Bright coloured cones, distributed around activity area perimeter
Alternative: Bean bags, soft play markers, plastic bottles
Create clear activity boundary approximately 15m x 20m
Alternative: Rope, chalk lines for outdoor use
Key Vocabulary
Keeping the ball close to us and making it go where we want it to go
Making the ball move along the ground by pushing it with our hands
Something we aim for when we roll our ball
When our ball goes exactly where we want it to go
An empty area where there are no other people or balls
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of pushing and pulling movements
- Simple ball handling experiences
- Following basic instructions and taking turns
Current Skills
- Rolling balls with increasing control
- Understanding spatial awareness when rolling
- Developing hand-eye coordination for targeting
Next Steps
- Rolling with greater accuracy over longer distances
- Introduction to underarm throwing techniques
- Using rolling skills in simple games and activities
Milestone Indicators
Key Teaching Points
- Control means keeping the ball close and making it go where we want
- Rolling requires smooth pushing motion with ball staying on ground
- Accuracy is more important than power when targeting
- Speed affects control - slower rolling often more accurate
- Good spatial awareness keeps everyone safe
- Fair play and cooperation make games fun for everyone
- Practice and persistence lead to improvement
Common Misconceptions
- Thinking faster rolling is always better - teach appropriate speed for task
- Confusing rolling with throwing - emphasise ground contact throughout
- Believing they must hit target every time - emphasise learning process
- Thinking bigger movements are more effective - teach controlled, precise movements
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular positive feedback and movement breaks
dyspraxia
- Larger equipment, simplified movements, extra practice time, step-by-step verbal guidance
autism spectrum
- Clear predictable routines, visual schedule of activities, quiet space available if needed
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for spatial guidance
hearing impairment
- Use visual signals and demonstrations, written instruction cards, ensure student can see teacher clearly
physical disability
- Seated rolling option, larger lighter balls, closer targets, ramp assistance if needed
Cross-Curricular Links
Maths
Counting scores, measuring distances, understanding fast/slow concepts, comparing numbers
Science
Forces and motion - pushing, rolling, speed and direction, cause and effect relationships
PSHE
Taking turns, playing fairly, managing emotions, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter of activity area for optimal visibility, join circle during discussions
Observation Focus
Watch for developing rolling technique, spatial awareness, cooperation, and understanding of key concepts
Intervention Points
Step in if students struggling with equipment, showing unsafe behaviour, or experiencing social difficulties
Demonstration Notes
Use exaggerated movements for clarity, involve students in demonstrations, repeat key teaching points multiple times
Verbal Cues
- •'Push the ball smoothly'
- •'Aim before you roll'
- •'Find empty space'
- •'Gentle control'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space or equivalent outdoor area, clear of obstacles
Surface Check
Non-slip surface, even ground, free from water or debris that could cause slips
Equipment Safety
Safety Checks
- •Foam balls checked for damage, proper inflation
- •Cones stable with no sharp edges or cracks
- •Equipment stored safely during non-use
Risk Management
Key Risks
- •Slips and falls on wet surfaces
- •Collisions between students chasing balls
- •Tripping over equipment or in boundaries
Risk Mitigation
- •Clear boundaries established and communicated
- •Adequate spacing between students during activities
- •Walking pace enforced during equipment collection
- •Controlled rolling speeds to maintain ball within area
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity zones during chasing activities
- •Ensure fair play and emotional safety during competitive elements
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact main office if serious