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Lesson 2 - Rolling and Control

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 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

Softballs

1 per student (30)

Place balls in mesh bag at equipment station, various sizes available

Alternative: Soft play balls, bean bags for students with grip difficulties

Cones

30 (1 per student)

Bright coloured cones, distributed around activity area perimeter

Alternative: Bean bags, soft play markers, plastic bottles

Sun Markers

8-10 cones

Create clear activity boundary approximately 15m x 20m

Alternative: Rope, chalk lines for outdoor use

Key Vocabulary

Control

Keeping the ball close to us and making it go where we want it to go

Rolling

Making the ball move along the ground by pushing it with our hands

Target

Something we aim for when we roll our ball

Accurate

When our ball goes exactly where we want it to go

Space

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

Can roll ball 3 metres with control

Hits target 3 out of 5 attempts

Demonstrates understanding of speed control

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