Lesson 3 - Ball Control and Direction
Foundation Object Control and Body Awareness
•Reception
•Manipulation & Coordination
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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
Arranged in container near activity area for easy collection
Alternative: Bean bags, small soft toys, tennis balls
Placed 10m from starting positions for relay activities
Alternative: Markers, hoops, bean bags as markers
Key Vocabulary
Moving the ball exactly where you want it to go
How hard or soft you push or move something
Copying exactly what someone else is doing
Doing the same movement as your partner at the same time
A movement pattern that looks like the number 8
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
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