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Lesson 5 - Stopping a Ball with Hands

Foundation Hand-Ball Skills Through Playful Exploration

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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 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

Small Balls

1 per student (30)

Place balls in container at centre of activity area

Alternative: Bean bags, tennis balls, or sponge balls

Cones

60 (2 per pair)

Available for students to collect and set up goals

Alternative: Markers, spots, or small obstacles

Bibs

15 (for group identification)

Optional for Spider Ball activity group management

Alternative: Different coloured equipment or verbal group names

Key Vocabulary

Stop

To prevent the ball from moving past you using your hands

Ready position

Standing with feet apart, knees slightly bent, hands out ready

In line

Moving your body so it's directly facing where the ball is coming

Aim

Looking at your target and rolling the ball towards it

Concentrate

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

Consistent ready position with hands out

Body moves smoothly to intercept ball path

Can stop 7 out of 10 rolling balls successfully

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