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Lesson 6 - Partner Ball Skills

Foundation Movement and Safety in PE

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Reception

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Intro to PE

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40 min

Big Question

How can we work together as partners to share equipment and practice ball skills safely?

Learning Objectives

To work co-operatively with a partner
To develop ball handling and rolling skills
To practice communication skills during physical activities

Key Outcomes

Students will successfully share equipment and take turns with their partner
Students will demonstrate effective ball rolling and catching techniques
Students will communicate clearly with their partner during activities

Equipment & Resources Required

Hoops

Spread evenly around teaching area, different colours if available

Alternative: Cones, marked circles with chalk

Balls

15 (1 per pair plus spares)

Check inflation and condition before lesson

Alternative: Medium-sized rubber balls, foam balls for beginners

Tennis Balls

Use for extension activities with more able students

Alternative: Small foam balls, bean bags

Key Vocabulary

Partner

Someone you work with and share activities with

Rolling

Moving the ball along the ground using your fingers

Catching

Using your hands to stop and hold the ball

Communication

Talking to your partner to share ideas and plans

Space

An empty area where you can move safely

Bounce

When the ball hits the ground and comes back up

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball handling skills
Understanding of personal space
Following simple instructions

Current Skills

Rolling a ball accurately to a partner
Catching after one bounce
Working co-operatively with a partner
Communicating during activities

Next Steps

Throwing and catching with both hands
Working in small groups
Simple ball games with rules

Milestone Indicators

Consistently rolls ball to partner without prompting

Demonstrates good communication with partner

Shows patience and encouragement towards partner

Key Teaching Points

Partnership cooperation is as important as physical skills
Clear communication helps activities run smoothly
Taking turns and sharing equipment develops social skills
Rolling technique using fingertips keeps ball on ground
Ready position with cupped hands improves catching success
Positive encouragement helps partners do their best
Spatial awareness keeps everyone safe during activities

Common Misconceptions

Misconception: 'Throwing is the same as rolling' - Correction: Demonstrate difference between keeping ball on ground vs in air
Misconception: 'My partner should catch everything I send' - Correction: Emphasise sender's responsibility for good passes
Misconception: 'I need to go first every time' - Correction: Explain fairness and benefits of taking turns
Misconception: 'Talking during activities is not allowed' - Correction: Distinguish between helpful communication and distracting chatter
Misconception: 'If we don't score, we're not good at this' - Correction: Emphasise learning process and improvement over perfect results

SEN Adaptations

ADHD

Provide regular movement breaks, use clear boundaries, give specific roles and responsibilities

dyspraxia

Use larger balls, break down skills into smaller steps, provide extra practice time, offer physical prompts if needed

autism spectrum

Provide clear routine structure, use visual schedule, allow quiet space if needed, maintain consistent partnerships

visual impairment

Use brightly coloured balls and hoops, provide verbal descriptions of demonstrations, ensure good lighting

hearing impairment

Use clear visual demonstrations, hand signals for communication, written instruction cards if needed

physical disability

Provide seated options, use lighter balls, adjust distances as needed, ensure wheelchair accessible space

Cross-Curricular Links

Teacher Guidance

Positioning

Move around perimeter of teaching area to observe all pairs, position centrally during demonstrations

Observation Focus

Monitor partnership dynamics, ball handling technique development, communication quality

Intervention Points

["Step in if partnerships are struggling with cooperation", "Provide individual support for ball handling difficulties", "Address any safety concerns immediately"]

Demonstration Notes

Use student volunteers for partner demonstrations, ensure all students can see clearly, repeat key demonstrations as needed

Verbal Cues

•'Check your partner is ready!'
•'Use your fingertips to roll!'
•'Cup your hands together!'
•'Tell your partner which hoop you want!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area, minimum 15m x 20m clear space

Surface Check

Non-slip surface, check for wet areas, ensure hoops lie flat

Equipment Safety

Safety Checks

•Check ball inflation and condition before use
•Ensure hoops have no sharp edges or cracks
•Confirm tennis balls are not too hard for age group

Risk Management

Key Risks

•Collisions between pairs moving around space
•Trips from hoops not lying flat
•Ball strikes from enthusiastic throwing instead of rolling

Risk Mitigation

•Clear boundaries established for each pair
•Adequate spacing maintained between working pairs
•Emphasis on rolling not throwing throughout lesson
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple pairs simultaneously
•Monitor equipment sharing and turn-taking
•Watch for signs of partnership difficulties

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, have contact details for parents/carers readily available