Lesson 6 - Partner Ball Skills
Foundation Movement and Safety in PE
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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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
Spread evenly around teaching area, different colours if available
Alternative: Cones, marked circles with chalk
Check inflation and condition before lesson
Alternative: Medium-sized rubber balls, foam balls for beginners
Use for extension activities with more able students
Alternative: Small foam balls, bean bags
Key Vocabulary
Someone you work with and share activities with
Moving the ball along the ground using your fingers
Using your hands to stop and hold the ball
Talking to your partner to share ideas and plans
An empty area where you can move safely
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
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