Lesson 2 - Ball and Object Manipulation Skills
Playful Object Control Skills
•Reception
•Manipulation & Coordination
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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
Mixed in central box for starter activity
Alternative: Tennis balls, foam balls, bean bags
Available at Station 3 and Station 4
Alternative: Playground balls, footballs, basketballs
4 for team corners, 8 for stations
Alternative: Chalk circles, rope circles, marker spots
Arranged in slalom pattern and as targets
Alternative: Marker spots, bean bags, small obstacles
For Station 2 activities
Alternative: Small balls, fabric squares, soft toys
Central position for starter activity
Alternative: Large basket, parachute centre, marked area
Key Vocabulary
To handle and move objects with skill using hands and fingers
Using different parts of your body together smoothly
Making a ball move along the ground by pushing it with your hands
Gathering or picking up objects carefully
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
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