🤝

Lesson 2 - Ball Control Skills

Obj Control & Movement Basics

•

Reception

•

Manipulation & Coordination

•

45 min

Big Question

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

Balls

1 per student (30 total)

Arrange different ball types in baskets around the activity area

Alternative: Large light balls, small heavy balls, squeezy balls, non-sting volleyballs

Cones

20-30

Create gates of various sizes across the playing area, plus extras for Cookie Monster game

Alternative: Bean bags, markers, hoops

Coloured Bibs

Enough to label groups A, B, C

Distribute to identify groups clearly during Cookie Monster game

Alternative: Different coloured cones for group identification

Key Vocabulary

Manipulation

Moving and controlling objects with your hands

Bilateral

Using both sides of your body together

Accuracy

Hitting exactly where you are aiming

Target

Something you are aiming for

Retrieve

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

Confident ball handling without dropping

Smooth bilateral movements around body

Consistent accuracy in rolling to targets

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