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Lesson 2 - Ball and Object Manipulation Skills

Playful Object Control Skills

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Reception

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Manipulation & Coordination

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45 min

Big Question

How can we use our hands and bodies to move different objects safely and accurately?

Learning Objectives

Perform a variety of collecting, moving and placing actions using different equipment
Demonstrate coordination when manipulating balls and beanbags
Work cooperatively in groups and follow station instructions

Key Outcomes

Students will successfully move small and large balls between designated areas
Students will demonstrate improved hand-eye coordination through rolling and placing activities
Students will work safely and cooperatively in team challenges and station rotations

Equipment & Resources Required

Small Balls

20-25

Mixed in central box for starter activity

Alternative: Tennis balls, foam balls, bean bags

Large Balls

Available at Station 3 and Station 4

Alternative: Playground balls, footballs, basketballs

Hoops

4 for team corners, 8 for stations

Alternative: Chalk circles, rope circles, marker spots

Cones

Arranged in slalom pattern and as targets

Alternative: Marker spots, bean bags, small obstacles

Balls

For Station 2 activities

Alternative: Small balls, fabric squares, soft toys

Step Boxes

Central position for starter activity

Alternative: Large basket, parachute centre, marked area

Key Vocabulary

Manipulate

To handle and move objects with skill using hands and fingers

Coordination

Using different parts of your body together smoothly

Rolling

Making a ball move along the ground by pushing it with your hands

Collecting

Gathering or picking up objects carefully

Accuracy

Getting the ball or object to go exactly where you want it

Skill Progression Pathway

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

Prior Learning

Basic understanding of taking turns
Ability to follow simple one-step instructions
Basic awareness of personal space

Current Skills

Collecting and placing objects accurately
Rolling balls with control and direction
Working cooperatively in group activities

Next Steps

Throwing and catching with partners
More complex manipulation patterns
Introduction to simple games with rules

Milestone Indicators

Consistent control when moving objects

Following multi-step instructions independently

Demonstrating good spatial awareness

Key Teaching Points

Emphasise control over speed in all manipulation activities
Reinforce safety rules consistently throughout the lesson
Celebrate effort and improvement rather than just final performance
Use specific feedback to help students understand technique improvements
Maintain high expectations while providing appropriate support
Connect manipulation skills to real-world applications
Encourage cooperation and positive peer interactions

Common Misconceptions

Thinking faster movement equals better skill - correct by emphasising control and accuracy
Believing only large equipment is challenging - show that small objects require different skills
Assuming manipulation is just about hands - explain whole body coordination involvement
Thinking competition is the main goal - redirect focus to personal improvement and cooperation

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use high-interest equipment, offer specific roles and responsibilities

dyspraxia

Use larger, easier-to-handle equipment, provide extra practice time, break skills into smaller steps, offer physical guidance and support

autism spectrum

Provide visual schedule of stations, allow extra processing time, create quiet retreat space, use consistent routines and clear expectations

visual impairment

Use brightly coloured equipment, provide tactile exploration time, pair with sighted buddy, use verbal descriptions of all activities

hearing impairment

Use clear visual demonstrations, employ hand signals and gestures, provide written instruction cards, ensure visual contact for communication

physical disability

Adapt activities for wheelchair users, provide seated manipulation options, use lighter equipment, modify distances as needed

Cross-Curricular Links

Science

Understanding forces when rolling balls, cause and effect relationships, properties of different materials

PSHE

Cooperation and teamwork, taking turns fairly, showing patience and perseverance

Teacher Guidance

Positioning

Circulate continuously between stations, spending equal time observing each activity

Observation Focus

Watch for safe technique, cooperation skills, and individual progress

Intervention Points

Step in immediately for unsafe practices, provide technique support when students struggle

Demonstration Notes

Demonstrate: Maintain high standards by showing perfect technique throughout lesson

Verbal Cues

•'Gentle hands for safe carrying!'
•'One ball at a time keeps everyone safe!'
•'Aim carefully and roll softly!'
•'Great teamwork, well done!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, suitable for five distinct station areas

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all balls are properly inflated and undamaged
•Ensure cones are stable and have no sharp edges
•Verify hoops are intact with no breaks or rough edges
•Confirm beanbags are properly sealed and filled

Risk Management

Key Risks

•Collisions during equipment collection
•Tripping over balls or equipment
•Poor lifting technique with large balls
•Overcrowding at popular stations

Risk Mitigation

•Clear pathways maintained between all stations
•One-at-a-time rules strictly enforced
•Proper lifting techniques demonstrated and monitored
•Adult supervision distributed across stations

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all five stations
•Circulate regularly to monitor technique and safety
•Pay particular attention to Station 3 (large ball handling)

Emergency Procedures

Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if required