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Lesson 3 - Stopping Safely and Ball Control

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 show amazing control when we stop our bodies and our balls?

Learning Objectives

To stop safely and develop control when using a ball
To handle equipment effectively and show good coordination
To move confidently whilst negotiating space safely

Key Outcomes

Students will demonstrate safe stopping techniques with and without equipment
Students will show improved ball control through various manipulation skills
Students will move confidently around shared space whilst maintaining awareness of others

Equipment & Resources Required

Balls

1 per student (30)

Balls distributed around perimeter for easy collection, inflated to 75% capacity for easier handling

Alternative: Bean bags, tennis balls, or soft play balls for students with coordination difficulties

Hoops

Spread randomly around teaching area at varying distances, minimum 3 metres apart

Alternative: Cones, poly spots, or rope circles

Key Vocabulary

Control

Keeping the ball or your body exactly where you want it to be

Freeze

Stop completely and stay very still like a statue

Space

Empty areas around you where you can move safely

Stopping technique

Bending your knees and taking small steps to slow down safely

Ball control

Keeping the ball close to you and doing what you want with it

Skill Progression Pathway

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

Prior Learning

Basic spatial awareness and movement
Understanding of simple instructions and signals
Beginning awareness of personal and general space

Current Skills

Safe stopping techniques with controlled deceleration
Basic ball handling skills - rolling, catching, bouncing
Equipment control using foot placement
Moving safely whilst carrying equipment

Next Steps

More complex ball control skills
Partner work with balls
Simple target games
Introduction to sending and receiving skills

Milestone Indicators

Consistent safe stopping on command

Controlled ball manipulation without losing possession

Awareness of others whilst moving with equipment

Quick transitions between movement and stillness

Key Teaching Points

Safe stopping requires bent knees and controlled deceleration
Ball control means keeping equipment close and under control
Gentle touch is more effective than force for ball handling
Spatial awareness prevents collisions and creates safe learning environment
Practice and perseverance lead to skill improvement
Following instructions quickly keeps everyone safe
Equipment care shows respect and responsibility

Common Misconceptions

Thinking stopping must be sudden - emphasise gradual, controlled slowing
Believing harder contact with ball means better control - teach gentle, precise touches
Assuming looking down at ball improves control - encourage head-up awareness
Thinking skills should be perfect immediately - normalise learning process and mistakes
Believing speed equals skill - emphasise control over pace

SEN Adaptations

ADHD

Keep activities short and varied, provide clear boundaries, use frequent positive reinforcement

dyspraxia

Use larger equipment initially, provide hand-over-hand guidance, break skills into smaller steps

autism spectrum

Provide clear routine structure, use visual schedule cards, create quiet zones for breaks if needed

visual impairment

Use bright coloured balls, provide verbal descriptions of demonstrations, assign sighted buddy for guidance

hearing impairment

Use clear visual signals for stopping, demonstrate all techniques visually, ensure face-to-face communication

physical disability

Adapt stopping techniques to seated position, use larger/softer balls for easier handling, modify target distances

Cross-Curricular Links

Maths

Counting bounces and catches, understanding spatial concepts like up/down/close/far, measuring distances to targets

Science

Exploring forces - pushes and pulls with balls, understanding gravity when dropping and catching, friction when rolling balls

Teacher Guidance

Positioning

Stand at edge of activity area for clear view of all students, move around perimeter during activities

Observation Focus

Watch for safe stopping technique, ball control development, spatial awareness, response to instructions

Intervention Points

Step in if students moving unsafely, provide individual support for challenging skills, redirect attention when focus wanes

Demonstration Notes

Use exaggerated movements for clear visibility, show both correct and incorrect examples, involve confident students in demonstrations

Verbal Cues

•'Gentle touches with the ball!'
•'Look up to see where you're going!'
•'Bend those knees when stopping!'
•'Keep your ball close for control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, indoor hall or outdoor playground area

Surface Check

Non-slip surface free from obstacles, adequate grip for stopping safely

Equipment Safety

Safety Checks

•Check playground balls are correctly inflated (not too hard/soft)
•Ensure hoops are flat and stable on ground
•Verify all equipment is age-appropriate size

Risk Management

Key Risks

•Collisions between students during movement
•Falls when stopping at speed
•Ball-related impacts
•Loss of balance when foot placed on ball

Risk Mitigation

•Clear boundaries and adequate spacing established
•Emphasis on controlled stopping technique
•Progressive skill building from simple to complex
•Constant reinforcement of spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas around hoops
•Watch for students moving too fast to stop safely

Emergency Procedures

Stop activity immediately, assess any incidents, provide appropriate first aid, ensure other students remain safe and calm