Lesson 2 - Ball Control Skills
Obj Control & Movement Basics
•Reception
•Manipulation & Coordination
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How can we use our hands to control and move balls in different ways?
Learning Objectives
- Translate balloon control skills to managing a ball with hands
- Reproduce movements with a ball bilaterally using both hands
- Develop rolling accuracy with different types of balls
Key Outcomes
- Students will confidently manipulate balls using various hand movements
- Students will demonstrate bilateral coordination when handling balls
- Students will show improved accuracy when rolling balls towards targets
Equipment & Resources Required
Arrange different ball types in baskets around the activity area
Alternative: Large light balls, small heavy balls, squeezy balls, non-sting volleyballs
Create gates of various sizes across the playing area, plus extras for Cookie Monster game
Alternative: Bean bags, markers, hoops
Distribute to identify groups clearly during Cookie Monster game
Alternative: Different coloured cones for group identification
Key Vocabulary
Moving and controlling objects with your hands
Using both sides of your body together
Hitting exactly where you are aiming
Something you are aiming for
To go and get something back
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination from balloon activities
- Understanding of personal space
- Simple throwing and catching with larger objects
Current Skills
- Ball manipulation with hands
- Bilateral coordination development
- Rolling accuracy and target practice
Next Steps
- More complex throwing and catching patterns
- Ball skills with feet
- Cooperative ball games
Milestone Indicators
Key Teaching Points
- Emphasise fingertip control rather than whole hand manipulation
- Encourage bilateral practice to develop both sides of body equally
- Focus on accuracy and control over speed and power
- Celebrate effort and improvement rather than just success
- Use clear demonstrations and simple language for instructions
- Maintain safety through structured movement patterns
- Connect vocabulary to physical actions for deeper understanding
Common Misconceptions
- Thinking harder force creates better ball control - actually gentle touches give more control
- Believing one hand should be as good as the other immediately - non-dominant hand needs more practice
- Assuming accuracy means throwing/rolling fast - accuracy comes from careful aiming and controlled force
- Thinking dropped balls mean failure - drops are part of learning and improvement
- Believing all balls should feel the same - different balls require different techniques
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use movement as positive outlet
dyspraxia
- Use larger balls for easier handling, provide extra practice time, break skills into smaller steps
autism spectrum
- Provide clear visual schedule, allow sensory breaks, use consistent routines and language
visual impairment
- Use bright coloured balls, provide verbal descriptions of demonstrations, use tactile exploration of ball differences
hearing impairment
- Use clear visual demonstrations, hand signals for game instructions, written activity cards
physical disability
- Adapt ball sizes for grip capabilities, allow seated versions of activities, modify throwing heights
Cross-Curricular Links
Maths
Counting cookies collected, comparing ball sizes, recognising clockwise/anti-clockwise directions
Science
Exploring weight and size properties of different balls, understanding force and control
PSHE
Cooperation with partners, celebrating others' successes, perseverance with challenges
Teacher Guidance
Positioning
Move around perimeter to observe all students, central position during demonstrations
Observation Focus
Watch for developing ball control, bilateral coordination, and accuracy improvements
Intervention Points
Step in if students struggling with coordination, safety concerns arise, or equipment issues occur
Demonstration Notes
Use exaggerated movements for clarity, emphasise key teaching points, involve students in demonstrations
Verbal Cues
- •'Gentle touches with fingertips!'
- •'Watch your ball carefully!'
- •'Soft hands for catching!'
- •'Aim for your target!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 15m x 10m for free movement
Surface Check
Non-slip surface free from obstacles, suitable for sitting and ball rolling
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify balls are appropriate size and weight for age group
Risk Management
Key Risks
- •Collisions between students during movement
- •Slips when chasing rolling balls
- •Balls becoming trip hazards
- •Overexcitement during Cookie Monster game
Risk Mitigation
- •Clear movement directions for all activities
- •Establish 'walking only' rule for ball retrieval
- •Maintain adequate spacing between students
- •Teacher controls game pace and excitement levels
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during all activities
- •Monitor spacing during partner work
- •Watch for overexertion during energetic activities
- •Ensure safe equipment collection
Emergency Procedures
Stop activity immediately with clear signal, assess any injuries, provide appropriate first aid and support