Lesson 6 - Bouncing and Catching Control
Foundation Object Control and Body Awareness
•Reception
•Manipulation & Coordination
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How can I control a ball when bouncing and still see what's happening around me?
Learning Objectives
- Develop bouncing and catching coordination using two hands
- Learn to maintain awareness while moving with a ball
- Show increasing control and accuracy in object manipulation
Key Outcomes
- Students will successfully bounce and catch a ball with improved control
- Students will demonstrate safe movement while bouncing a ball
- Students will show understanding of force needed for controlled bouncing
Equipment & Resources Required
Distribute around perimeter of space
Alternative: Large tennis balls, playground balls
Scattered throughout central area for target game
Alternative: Bean bags, small cones, chalk circles
Edge markers and relay turning points
Alternative: PE equipment baskets, chairs
Key Vocabulary
Pushing the ball down to the ground so it comes back up
How hard or soft you push the ball to control the bounce height
Making the ball do what you want it to do
Looking forward, not down at the ball, to see what's around you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can hold and release a ball with two hands
- Can catch a ball thrown gently from close distance
- Understands basic spatial awareness
Current Skills
- Coordinated bouncing and catching with two hands
- Moving while maintaining ball control
- Visual awareness while manipulating objects
Next Steps
- Bouncing with one hand
- Bouncing at different heights deliberately
- Bouncing to a partner accurately
Milestone Indicators
Key Teaching Points
- Two-handed bouncing technique with fingers spread
- Eyes following ball throughout bounce and catch sequence
- Force control - gentle push for controlled height
- Ready position with hands at waist height for catching
- Head up awareness for safety and spatial orientation
- Partner cooperation and turn-taking protocols
- Progressive challenge from stationary to moving bouncing
Common Misconceptions
- Using one hand only - emphasise two-handed control
- Looking down at ball constantly - practice head-up positioning
- Bouncing too hard for height - demonstrate gentle force control
- Hands not ready for catch - show preparation position
- Moving too fast while bouncing - emphasise control over speed
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular movement breaks
dyspraxia
- Slower pace, extra demonstration time, simplified instructions
autism spectrum
- Clear routines, visual schedule of activities, quiet zone available
visual impairment
- Use brightly coloured balls, verbal cues for ball position, partner guidance
hearing impairment
- Visual demonstrations, clear hand signals, written instruction cards
physical disability
- Seated bouncing option, larger/lighter balls, shorter distances
Cross-Curricular Links
Maths
Counting bounces, measuring distances to targets, understanding force and effects
Science
Forces and motion, cause and effect relationships, gravity and bounce
PSHE
Cooperation with partners, perseverance when tasks are difficult, celebrating others' achievements
Teacher Guidance
Positioning
Central position during demonstrations, perimeter during practice for full class view
Observation Focus
Ball control technique, spatial awareness, partnership cooperation
Intervention Points
Step in if children losing control, support struggling partnerships, encourage inclusion
Demonstration Notes
Use exaggerated movements for visibility, involve confident children as models, show common mistakes and corrections
Verbal Cues
- •'Two hands push down!'
- •'Eyes on the ball!'
- •'Head up to see around!'
- •'Gentle bounce, catch ready!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, soft surface preferred
Surface Check
Non-slip surface, free from water or debris
Equipment Safety
Safety Checks
- •Balls correctly inflated and in good condition
- •Cones stable and no sharp edges
- •Spots/markers flat against floor
Risk Management
Key Risks
- •Ball bouncing into faces or eyes
- •Slips from moving while bouncing
- •Collisions during movement activities
Risk Mitigation
- •Controlled bouncing height emphasised
- •Clear spacing between children during activities
- •Walking pace only during movement
- •Head-up awareness constantly reinforced
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during movement
- •Monitor ball control and spacing
- •Watch for fatigue affecting control
Emergency Procedures
Stop activity immediately if injury occurs, standard first aid procedures, contact school office if needed