Lesson 4 - Rolling and Stopping Skills
Foundation Object Control and Body Awareness
•Reception
•Manipulation & Coordination
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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
Place around area perimeter for easy collection
Alternative: Bean bags, soft play balls, tennis balls
Stored in central location for distribution
Alternative: Bean bags, quoits, chalk marks
Mark boundaries and activity areas
Alternative: Spots, hoops, chalk circles
Key Vocabulary
Sending a ball along the ground in a controlled way
Fingers pointing down like a rake when stopping a ball
How hard or gently we roll the ball
The leg that's different from your writing hand
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
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