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Lesson 4 - Rolling and Stopping Skills

Foundation Object Control and Body Awareness

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Reception

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Manipulation & Coordination

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45 min

Big Question

How can we control the force and direction when rolling and stopping a ball?

Learning Objectives

To develop rolling technique with appropriate force control
To master ball stopping skills using correct hand positioning
To demonstrate understanding of good positioning for both rolling and stopping

Key Outcomes

Students will roll balls with increasing accuracy and force control
Students will stop moving balls using correct technique consistently
Students will explain what makes a good rolling and stopping position

Equipment & Resources Required

Balls

1 per child (30)

Place around area perimeter for easy collection

Alternative: Bean bags, soft play balls, tennis balls

Cones

60 (2 per pair)

Stored in central location for distribution

Alternative: Bean bags, quoits, chalk marks

Sun Markers

Mark boundaries and activity areas

Alternative: Spots, hoops, chalk circles

Key Vocabulary

Rolling

Sending a ball along the ground in a controlled way

Clean hands

Fingers pointing down like a rake when stopping a ball

Force

How hard or gently we roll the ball

Opposite leg

The leg that's different from your writing hand

Gathering

Bringing the ball safely into your hands and body

Skill Progression Pathway

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

Prior Learning

Basic ball handling and carrying skills
Understanding of personal space and movement
Following simple movement commands

Current Skills

Rolling technique with step and release
Ball stopping with finger control
Force control for different distances

Next Steps

Rolling for accuracy at targets
Catching balls at different heights
Underarm throwing technique

Milestone Indicators

Consistent use of opposite leg forward when rolling

Clean ball stops without fumbling

Self-correction of force when ball doesn't reach target

Key Teaching Points

Rolling technique requires opposite leg forward for balance and power
Clean hands with fingers pointing down like a rake for successful ball stopping
Force control is essential - adjust power based on distance to target
Safety first - balls stay on ground level throughout all activities
Practice makes perfect - encourage persistence and self-improvement
Cooperation with partners enhances everyone's learning experience
Technique comes before speed or accuracy in skill development

Common Misconceptions

Children think they need to throw balls instead of rolling them along ground
Using same leg as rolling hand instead of opposite leg for stepping
Believing harder is always better - understanding appropriate force is key
Thinking fingers should point up when stopping instead of down like a rake
Assuming perfect accuracy comes immediately rather than through practice and technique refinement

SEN Adaptations

ADHD

Shorter activity bursts, clear visual boundaries, regular movement breaks, specific roles to maintain focus

dyspraxia

Slower demonstrations, extra practice time, larger balls, simplified movement patterns, celebrate small improvements

autism spectrum

Clear structure with visual schedule, quiet spaces available, consistent routines, advance warning of transitions

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, assign sighted partner for guidance

hearing impairment

Use clear visual demonstrations, hand signals for start/stop, written instruction cards with pictures

physical disability

Seated rolling variations, larger target areas, modified distances, adapted equipment if needed

Cross-Curricular Links

Maths

Counting successful attempts, measuring distances between cones, understanding concepts of force and speed

Science

Forces and motion, friction between ball and ground, cause and effect of different rolling techniques

Geography

Directional language (towards, away, between), spatial awareness and positioning

PSHE

Cooperation with partners, perseverance when skills are challenging, celebrating others' achievements

Teacher Guidance

Positioning

Move around perimeter to observe all children, position centrally for demonstrations

Observation Focus

Watch for correct stepping technique, clean hands stopping, appropriate force control

Intervention Points

Step in when technique is unsafe, children are struggling, or conflicts arise between partners

Demonstration Notes

Always demonstrate before children attempt, break complex skills into component parts, use children as positive examples when possible

Verbal Cues

•'Step with opposite leg!'
•'Clean hands like a rake!'
•'How much force do you need?'
•'Bend your knees!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m, clear of obstacles and hazards

Surface Check

Dry, even surface suitable for rolling balls and safe movement

Equipment Safety

Safety Checks

•Balls inflated to appropriate pressure - not over-inflated
•Cones have no sharp edges or cracks
•Equipment stored safely when not in use

Risk Management

Key Risks

•Collisions between children during movement activities
•Slips and falls during running and position changes
•Balls striking children if thrown rather than rolled
•Trip hazards from cones and equipment

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between pairs and groups
•Emphasis on rolling only - no throwing balls
•Controlled movement with head up awareness
•Equipment checks before and during lesson

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during activities
•Monitor high-activity areas like game zones
•Check for safe technique throughout lesson
•Watch for fatigue affecting safety

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school office if required