Lesson 4 - Rolling and Target Accuracy
Foundation Hand-Ball Skills Through Playful Exploration
•Reception
•Ball Skills
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How can we roll a ball with control to hit our target every time?
Learning Objectives
- Explore different ways of rolling a ball using hands
- Develop accuracy when rolling towards targets
- Understand the meaning of 'control' and 'aiming' in ball skills
Key Outcomes
- Students will roll a ball with increasing control using their dominant hand
- Students will demonstrate accuracy by hitting cone targets
- Students will explain why accuracy is important when rolling balls
Equipment & Resources Required
Stored in basket at edge of area for easy collection
Alternative: Small rubber balls, bean bags for easier handling
Different colours if available to make activity more engaging
Alternative: Plastic bottles, skittles, foam targets
Mark rolling line 2-3 metres from target area
Alternative: Chalk lines, rope, masking tape
Positioned around area for equipment storage
Alternative: Large hoops, cardboard boxes
Key Vocabulary
Moving the ball smoothly along the ground using your hands
Keeping the ball close to you and making it go where you want
Looking at your target and pointing your ball towards it
Something we try to hit with our ball
Being able to hit what you're aiming for
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of forwards and backwards directions
- Ability to follow simple instructions
Current Skills
- Rolling with control using dominant hand
- Aiming towards targets with accuracy
- Understanding spatial awareness when rolling
Next Steps
- Rolling with non-dominant hand
- Rolling at moving targets
- Partner rolling activities and games
Milestone Indicators
Key Teaching Points
- Always emphasise smooth rolling action rather than throwing
- Encourage looking at target before and during rolling
- Celebrate effort and improvement over perfect performance
- Use 'control' and 'accuracy' vocabulary consistently throughout
- Maintain positive, encouraging atmosphere during challenges
- Connect learning to real game situations and applications
- Ensure fair play and turn-taking in all partner activities
Common Misconceptions
- Harder rolling is always better - teach that control beats power
- Only hitting targets perfectly counts as success - celebrate near misses and improvement
- Competition means being unkind to opponents - emphasise sportsmanship
- Rolling and throwing are the same - clearly distinguish techniques
- Only one 'right' way to roll - allow for individual technique variations within safety
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular movement breaks, specific praise
dyspraxia
- Larger equipment, simplified movements, extra practice time, breaking skills into smaller steps
autism spectrum
- Clear routines, visual schedule, quiet space available, consistent language
visual impairment
- Use bright coloured balls and cones, add bells to balls, verbal descriptions of setup and targets
hearing impairment
- Visual demonstrations, clear gestures, written instruction cards with pictures
physical disability
- Seated rolling version, ramp assistance, larger targets, shorter distances
Cross-Curricular Links
English
Following instructions, describing actions, using new vocabulary in context
Maths
Counting scores, measuring distances to targets, understanding patterns in successful rolling
Science
Forces and motion - how gentle/strong pushes affect ball movement and direction
PSHE
Turn-taking, fair play, encouraging others, managing emotions in competition
Teacher Guidance
Positioning
Move around perimeter for visibility, avoid standing in rolling paths
Observation Focus
Watch for technique development, safety awareness, and social interaction
Intervention Points
Step in when technique breaks down, safety compromised, or conflicts arise
Demonstration Notes
Use exaggerated movements for visibility, contrast good vs poor technique clearly
Verbal Cues
- •'Aim, then roll!'
- •'Smooth and controlled!'
- •'Eyes on target!'
- •'Well done - great control!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m indoor space or outdoor hard surface area
Surface Check
Dry, even surface free from obstacles and slip hazards
Equipment Safety
Safety Checks
- •Check tennis balls are in good condition with no cracks
- •Ensure cones have no sharp edges or breaks
- •Verify markers are securely placed and visible
Risk Management
Key Risks
- •Collisions between students during ball chasing
- •Slips when moving quickly to collect balls
- •Balls rolling into other students' activity areas
Risk Mitigation
- •Clear boundaries established for each student's area
- •Adequate spacing maintained between rolling lanes
- •Controlled ball chasing with walking not running
- •Proper technique emphasised to keep balls low
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor spacing and appropriate technique
- •Watch for fatigue during repetitive rolling
Emergency Procedures
Stop signal established, clear evacuation route identified, first aid kit accessible