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Lesson 3 - Ball Bouncing and Control

Movement & Ball Skills Play

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Reception

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Invasion Games

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45 min

Big Question

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

Medium-Sized Balls

1 per student (30)

Pre-positioned around hall perimeter for quick collection

Alternative: Size 3 footballs, playground balls, or large tennis balls

Hoops

15 (half class number)

Scattered randomly around activity area for Hoop Ball game

Alternative: Coloured spots, poly spots, or carpet squares

Cones

12-16 mixed colours

Used as obstacles and for zig-zag courses - alternate colours for clarity

Alternative: Bean bags, markers, or plastic bottles

Bibs

30 (for tails)

Tucked into waistbands for Hop Tag warm-up activity

Alternative: Scarves, strips of fabric, or playground bands

Key Vocabulary

Bouncing

Pushing the ball down hard so it comes back up to your hands

Tracking

Following the ball with your eyes as it moves up and down

Control

Keeping the ball close to you and catching it each time

Space

Empty areas where there are no other students or obstacles

Direction

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

Consistent rhythm in bouncing pattern

Maintains control when adding movement

Shows confidence to attempt challenges

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