Lesson 3 - Ball Bouncing and Control
Movement & Ball Skills Play
•Reception
•Invasion Games
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How can I keep control of my ball while moving and looking for space?
Learning Objectives
- To develop ball bouncing skills with increasing control and confidence
- To track the ball with eyes whilst maintaining awareness of surroundings
- To apply simple attacking strategies by finding space whilst bouncing
Key Outcomes
- Students will bounce a ball consistently on the spot and whilst moving
- Students will demonstrate tracking skills by keeping eyes on the ball
- Students will show spatial awareness by finding gaps and avoiding defenders
Equipment & Resources Required
Pre-positioned around hall perimeter for quick collection
Alternative: Size 3 footballs, playground balls, or large tennis balls
Scattered randomly around activity area for Hoop Ball game
Alternative: Coloured spots, poly spots, or carpet squares
Used as obstacles and for zig-zag courses - alternate colours for clarity
Alternative: Bean bags, markers, or plastic bottles
Tucked into waistbands for Hop Tag warm-up activity
Alternative: Scarves, strips of fabric, or playground bands
Key Vocabulary
Pushing the ball down hard so it comes back up to your hands
Following the ball with your eyes as it moves up and down
Keeping the ball close to you and catching it each time
Empty areas where there are no other students or obstacles
The way you are moving - forwards, backwards, sideways
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous lessons
- Understanding of personal space and moving safely
- Simple following and copying movements
Current Skills
- Coordinated ball bouncing with two hands
- Eye tracking while ball is in motion
- Moving with control whilst maintaining ball possession
Next Steps
- One-handed bouncing techniques
- Bouncing under pressure from defenders
- Using bouncing skills in small-sided games
Milestone Indicators
Key Teaching Points
- Two-handed bouncing technique with firm downward push for predictable ball return
- Eye tracking throughout ball movement to maintain visual contact and improve catching
- Progressive challenges from static to mobile to build confidence before complexity
- Spatial awareness development through finding gaps and avoiding obstacles
- Cooperation and leadership skills through partner following activities
Common Misconceptions
- Students think bouncing harder always means better control - teach appropriate force for height
- Belief that looking around while bouncing is more important than watching ball - emphasise ball tracking first
- Assumption that speed equals skill - emphasise control and technique over rushing
- Thinking that dropping the ball means failure - frame as learning opportunity and part of practice
- Misunderstanding that games are about winning - focus on skill application and improvement
SEN Adaptations
ADHD
- Shorter activity segments with frequent changes, clear and simple instructions, movement breaks built into activities, positive reinforcement for focus
dyspraxia
- Larger, softer balls for easier catching, more time for skill development, break down complex movements into smaller steps, celebrate small improvements
autism spectrum
- Clear visual schedule of lesson activities, quiet zone available if needed, consistent routines for equipment collection, warning before activity changes
visual impairment
- Use brightly coloured balls with bells inside, provide verbal descriptions of spatial layout, buddy system for navigation, tactile markers for boundaries
hearing impairment
- Use visual signals for instructions, demonstrate all activities clearly, position student where they can see teacher and peers, written instruction cards
physical disability
- Seated bouncing from wheelchair or chair, larger/softer balls for easier handling, adapted distances for relay activities, partner support when needed
Cross-Curricular Links
English
Following complex instructions in sequence, vocabulary development with bouncing terminology, explaining strategies and techniques
Maths
Counting bounces and sequences, measuring distances in relays, recognising patterns in cone arrangements, timing activities
Science
Forces - push and pull when bouncing, gravity pulling ball down, friction between ball and surface affecting bounce
PSHE
Cooperation in partner activities, encouragement and teamwork in relays, resilience when challenges are difficult, celebrating others' success
Teacher Guidance
Positioning
Move around perimeter during skill practice to observe all students, central position during demonstrations and instructions
Observation Focus
Watch for correct two-handed technique, eye tracking during bouncing, spatial awareness during movement, cooperation during partner work
Intervention Points
Step in when students struggling with basic technique, when safety issues arise, when partnerships not working effectively
Demonstration Notes
Always demonstrate bouncing technique clearly, use students who are successful as models, show mistakes as well as correct technique for comparison
Verbal Cues
- •'Strong push down!'
- •'Eyes on the ball!'
- •'Find the space!'
- •'Soft catches!'
- •'Keep bouncing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space, clear of obstacles and with non-slip surface
Surface Check
Dry, even floor free from any spilled water or debris that could cause slips
Equipment Safety
Safety Checks
- •Check balls are appropriately inflated - firm but not over-pressurised
- •Ensure hoops have no cracks or sharp edges
- •Verify cones are stable and not brittle or damaged
Risk Management
Key Risks
- •Collisions between students with balls
- •Slips from balls rolling underfoot
- •Falls when attempting advanced challenges
- •Contact during tagging games
Risk Mitigation
- •Establish clear boundaries and personal space expectations
- •Emphasise controlled movement rather than speed
- •Progressive skill building from static to mobile
- •Clear rules about appropriate contact in tag games
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor high-activity areas like game zones more closely
- •Watch for students attempting skills beyond their current ability
- •Ensure equipment is stored safely when not in use
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if medical attention needed