Lesson 3 - Stopping Safely and Ball Control
Foundation Movement and Safety in PE
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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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 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
Spread randomly around teaching area at varying distances, minimum 3 metres apart
Alternative: Cones, poly spots, or rope circles
Key Vocabulary
Keeping the ball or your body exactly where you want it to be
Stop completely and stay very still like a statue
Empty areas around you where you can move safely
Bending your knees and taking small steps to slow down safely
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
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