🤝

Lesson 3 - Ball Control and Direction

Foundation Object Control and Body Awareness

•

Reception

•

Manipulation & Coordination

•

1h 4min

Big Question

How can I control a ball and make it move exactly where I want it to go?

Learning Objectives

Develop ball manipulation skills using fingers and hands
Understand and apply appropriate force when moving objects
Learn to follow and mirror movements with a partner

Key Outcomes

Students will demonstrate controlled ball movement in multiple directions
Students will show understanding of force application through precise movements
Students will successfully follow and mirror partner movements

Equipment & Resources Required

Small Balls

1 per child (30)

Arranged in container near activity area for easy collection

Alternative: Bean bags, small soft toys, tennis balls

Cones

10 cones

Placed 10m from starting positions for relay activities

Alternative: Markers, hoops, bean bags as markers

Key Vocabulary

Control

Moving the ball exactly where you want it to go

Force

How hard or soft you push or move something

Following

Copying exactly what someone else is doing

Mirroring

Doing the same movement as your partner at the same time

Figure-of-8

A movement pattern that looks like the number 8

Manipulation

Using your hands and fingers to move and control objects

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space
Ability to hold and carry objects
Simple following instructions

Current Skills

Controlled finger manipulation of objects
Understanding force application
Following and mirroring movements

Next Steps

Ball control whilst moving at speed
Complex partner coordination activities
Object manipulation in game situations

Milestone Indicators

Smooth, controlled ball movements without dropping

Appropriate force application in different situations

Successful partner coordination and mirroring

Key Teaching Points

Emphasise controlled finger movements over palm contact for precise ball manipulation
Maintain continuous movement flow rather than stopping between skills
Apply appropriate force - gentle touches for control, firm pushes for distance
Keep eyes forward during travelling activities for spatial awareness and safety
Focus on smooth hand transitions during complex manipulation patterns
Encourage positive partner cooperation through clear leader-follower roles
Celebrate effort and improvement over perfect technique execution

Common Misconceptions

Using palms instead of fingertips - correct by demonstrating precise finger control and its benefits
Believing faster movement equals better skill - emphasise control and smoothness over speed
Thinking dropped balls mean failure - frame as learning opportunities and practice chances
Assuming complex skills should be mastered immediately - explain progression and practice importance
Focusing only on own performance - encourage observation and learning from others

SEN Adaptations

ADHD

Break activities into shorter segments, provide fidget ball for waiting times, use movement breaks between stationary activities

dyspraxia

Use larger, textured balls for better grip, break skills into smaller steps, provide extra practice time for coordination

autism spectrum

Provide clear structure for partner activities, allow sensory breaks if needed, use visual schedule for lesson sections

visual impairment

Use brightly coloured balls, provide verbal descriptions of all movements, pair with sighted buddy for partner activities

hearing impairment

Use visual signals for direction changes, demonstrate all skills clearly, use written cards for relay instructions

physical disability

Adapt ball manipulation to seated position if needed, use larger balls for easier grip, modify relay distances

Cross-Curricular Links

Maths

Understanding of shapes through figure-8 patterns, counting repetitions during ball control, spatial concepts of around, through, and between

Science

Forces and motion through ball manipulation, understanding of push and pull forces, cause and effect relationships in movement

PSHE

Cooperation and teamwork during partner activities, turn-taking in relays, resilience when activities become challenging, celebrating others' success

Teacher Guidance

Positioning

Stand at edge of activity area with clear view of all children, move between children during individual practice to provide specific feedback

Observation Focus

Watch for controlled finger movements, appropriate force application, spatial awareness during movement, and positive partner interactions

Intervention Points

Step in if children struggling with basic ball control, if safety concerns arise during movement activities, or if partner work becomes uncooperative

Demonstration Notes

Demonstrate: Use slow, exaggerated movements to show finger control, emphasise smooth transitions, show clear leader-follower dynamics in partner work

Verbal Cues

•'Gentle finger touches!'
•'Control the force!'
•'Smooth movements!'
•'Watch your partner carefully!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for movement activities and relay challenges

Surface Check

Dry, non-slip surface free from obstacles, suitable for running and ball manipulation

Equipment Safety

Safety Checks

•Balls appropriate size for Reception children (small enough to manipulate, large enough to prevent choking)
•Check balls are properly inflated for consistent movement
•Ensure cones have no sharp edges or broken parts

Risk Management

Key Risks

•Slips from dropped balls during movement activities
•Collisions during tag warm-up and relay activities
•Falls during balance challenges
•Eye contact with balls during overhead manipulation

Risk Mitigation

•Clear boundaries established for all movement activities
•Adequate spacing maintained between children during individual work
•Progressive skill building from stationary to moving activities
•Emphasis on control over speed throughout all activities
•Regular equipment collection to minimise balls on floor

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during ball manipulation activities
•Monitor closely during balance challenge activities
•Extra attention during relay races for safe turning and handovers
•Watch for fatigue affecting coordination and safety

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, ensure other children are moved to safe area if needed