Lesson 2 - Ball Stopping and Ready Position
Teamwork Foundations
•Reception
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we become ball-catching heroes who are always ready to catch?
Learning Objectives
- To develop ball-stopping skills using hands and body positioning
- To understand when and how to move to catch a ball effectively
- To communicate with teammates during catching activities
Key Outcomes
- Students will demonstrate improved catching technique with consistent ready position
- Students will show understanding of movement patterns to intercept balls
- Students will communicate effectively during partner and team activities
Equipment & Resources Required
Place around perimeter of activity area for easy distribution
Alternative: Bean bags, soft play balls, foam balls
Have ready for immediate warm-up start
Alternative: Different coloured bands, scarves, hats
Set up small courts before game session
Alternative: Spots, lines on floor, rope
Mark 1.5m distances for catching activities
Alternative: Floor lines, chalk marks
Key Vocabulary
Standing with knees bent, weight on balls of feet, hands up ready to catch
Hands positioned up and ready to receive the ball, making a clear target for the thrower
Using feet or body positioned behind hands to stop balls that aren't caught cleanly
Shouting 'mine' or partner's name to communicate who will catch the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball rolling and simple throwing
- Following simple game rules
- Working safely in pairs
Current Skills
- Two-handed catching with body support
- Ready position with weight on balls of feet
- Basic communication during games
Next Steps
- Catching while under pressure
- Advanced movement patterns
- Strategic positioning in games
Milestone Indicators
Key Teaching Points
- Ready position is fundamental - weight on balls of feet, knees bent, hands up
- Eyes must track the ball from release to catch
- Two hands for catching, bring ball into chest for security
- Communication with 'mine!' or partner's name prevents collisions
- Movement to the ball is essential - don't wait for it to come to you
- Encourage effort and improvement over perfect technique
- Model positive sportsmanship and teamwork throughout
Common Misconceptions
- Standing flat-footed instead of on balls of feet - demonstrate bouncing to show difference
- Hands down by sides rather than up ready - practice 'target hands' regularly
- Looking away from ball during flight - use 'eyes like glue' analogy
- Trying to catch one-handed - emphasise 'two hands for safety' rule
- Standing still waiting for ball - encourage active movement with 'go to the ball' cue
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, frequent positive reinforcement
dyspraxia
- Extra time for skill development, simplified instructions, additional demonstrations
autism spectrum
- Clear visual schedule, consistent routines, quiet space available if needed
visual impairment
- Use brightly coloured balls, verbal descriptions of demonstrations, tactile guidance for ready position
hearing impairment
- Visual demonstrations, clear hand signals, written instruction cards with pictures
physical disability
- Adapted ready position for seated students, larger/lighter balls, modified court sizes
Cross-Curricular Links
Maths
Counting catches in sequences, measuring distances, recognising patterns in movement
Science
Understanding forces when throwing and catching, exploring gravity and ball flight
PSHE
Cooperation and teamwork, resilience when facing challenges, celebrating others' success
Teacher Guidance
Positioning
Stand where you can see all students, move around during activities to provide individual feedback
Observation Focus
Watch for ready position consistency, catching technique development, and positive communication
Intervention Points
Step in if students struggle with rules, unsafe movement occurs, or technique needs correction
Demonstration Notes
Use exaggerated movements so all students can see clearly, repeat demonstrations as needed, use successful students as positive examples
Verbal Cues
- •'Ready position!'
- •'Eyes on the ball!'
- •'Soft hands, bring it in!'
- •'Call for it!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space with clear boundaries
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check balloon balls are not over-inflated to prevent bursting
- •Ensure cones have no sharp edges or points
- •Verify bibs are appropriate size and safe material
Risk Management
Key Risks
- •Collisions during tag games and movement activities
- •Slips and falls on smooth surfaces
- •Ball impacts during catching practice
- •Overexcitement leading to unsafe behaviour
Risk Mitigation
- •Clear boundaries and spacing guidelines established
- •Gentle tagging rules enforced consistently
- •Progressive skill building from static to dynamic
- •Regular reminders about controlled movement
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activities
- •Monitor high-energy sections more closely
- •Circulate during group work to ensure safety
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop all activity immediately, assess injury, apply appropriate first aid, contact office if needed