Lesson 5 - Stopping a Ball with Hands
Foundation Hand-Ball Skills Through Playful Exploration
•Reception
•Ball Skills
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How can we use our hands to become brilliant ball stoppers and help our team?
Learning Objectives
- To explore different ways of stopping a ball using hands
- To develop hand-eye coordination when catching and stopping balls
- To understand when and why we need to stop balls in games
Key Outcomes
- Students will stop a rolling ball using their hands with increasing control
- Students will position their body in line with an approaching ball
- Students will demonstrate ready position for ball stopping
Equipment & Resources Required
Place balls in container at centre of activity area
Alternative: Bean bags, tennis balls, or sponge balls
Available for students to collect and set up goals
Alternative: Markers, spots, or small obstacles
Optional for Spider Ball activity group management
Alternative: Different coloured equipment or verbal group names
Key Vocabulary
To prevent the ball from moving past you using your hands
Standing with feet apart, knees slightly bent, hands out ready
Moving your body so it's directly facing where the ball is coming
Looking at your target and rolling the ball towards it
Watching the ball carefully and thinking about what you're doing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can hold and carry a ball safely
- Students understand basic spatial awareness
- Students can work cooperatively with a partner
Current Skills
- Stopping a rolling ball with hands
- Moving body in line with approaching ball
- Maintaining ready position for ball receipt
Next Steps
- Catching balls at different heights
- Stopping balls moving at different speeds
- Using hands to control bouncing balls
Milestone Indicators
Key Teaching Points
- Ready position is crucial - hands out, feet apart, watching the ball
- Body movement is key - step to get in line with the ball's path
- Hands work together - both hands stop the ball, not just one
- Gentle rolling helps teammates - accuracy over power
- Concentration matters - watch your ball even when others are moving
- Practice makes progress - celebrate improvements not just perfect catches
- Safety first - controlled movement and awareness of others
Common Misconceptions
- Misconception: 'I need to catch the ball high in the air' - Correction: 'Today we're stopping rolling balls with our hands down low'
- Misconception: 'I should throw the ball hard' - Correction: 'Gentle rolling helps your partner stop the ball successfully'
- Misconception: 'I can use my feet to stop it' - Correction: 'Today we're learning to be brilliant with our hands only'
- Misconception: 'I should stand still and wait' - Correction: 'Move your body to get behind the ball - be active!'
- Misconception: 'Only one hand is needed' - Correction: 'Use both hands working together like a team'
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear visual boundaries for activities, immediate positive feedback for good focus, hands-on learning approach
dyspraxia
- Larger, softer balls for easier catching, simplified movement patterns, extra demonstration and practice time, break down ready position into smaller steps
autism spectrum
- Clear visual schedule of activities, quiet zone available if overwhelmed, consistent routines for equipment collection, extra processing time for instructions
visual impairment
- Use bright coloured balls with bells inside, provide verbal description of ball location, buddy system with sighted partner for direction
hearing impairment
- Use visual signals for start/stop, ensure student can see teacher demonstrations clearly, written instruction cards with pictures
physical disability
- Modify to seated ball rolling if needed, use larger balls for easier catching, adjust distances based on mobility, provide stability support
Cross-Curricular Links
Maths
Counting successful catches, measuring distances for goals, understanding concepts of 'more' and 'less' when scoring
Science
Understanding forces when stopping balls, exploring how different materials move differently, observing cause and effect in ball movement
Communication and Language
Following multi-step instructions, using positional language (in front, behind, next to), describing what happened during activities
PSHE
Turn-taking and sharing, celebrating others' success, managing emotions when making mistakes, building confidence through achievement
Teacher Guidance
Positioning
Move continuously around space during activities, position at corner during demonstrations for maximum visibility
Observation Focus
Watch for ready position consistency, body movement to ball, hand placement when stopping, partnership cooperation
Intervention Points
Step in immediately if students moving unsafely, provide individual support for struggling students, redirect attention if students become distracted
Demonstration Notes
Always demonstrate from student eye level, exaggerate key points for visibility, use enthusiastic tone to maintain engagement, demonstrate both correct and incorrect examples
Verbal Cues
- •'Hands out ready!'
- •'Watch the ball!'
- •'Move your body behind the ball!'
- •'Gentle rolls please!'
- •'Well stopped!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground area, minimum 15m x 20m clear space
Surface Check
Dry, non-slip surface free from obstacles. Check for any wet patches or debris
Equipment Safety
Safety Checks
- •Balls inflated to correct pressure - soft enough for safe catching
- •Cones checked for cracks or sharp edges
- •All equipment appropriate size for Reception age group
Risk Management
Key Risks
- •Slips when moving quickly to intercept balls
- •Collisions between students during Spider Ball
- •Fingers caught or bent when stopping fast balls
- •Tripping over equipment or other students
Risk Mitigation
- •Emphasise controlled movement throughout lesson
- •Ensure adequate spacing between groups and activities
- •Use appropriate soft balls for age group
- •Clear equipment management procedures
- •Constant supervision and positioning for visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during Spider Ball activity
- •Move between pairs during Penalties to monitor technique
- •Watch for fatigue or frustration levels
- •Be alert during equipment collection for safe movement
Emergency Procedures
Stop all activity immediately with clear signal, assess any injured student, appropriate first aid response, ensure other students are calm and safe