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Lesson 2 - Ball Stopping and Ready Position

Teamwork Foundations

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Reception

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Striking & Fielding

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45 min

Big Question

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

Balloon Balls

15 (1 between 2 students)

Place around perimeter of activity area for easy distribution

Alternative: Bean bags, soft play balls, foam balls

Coloured Bibs

6 (5 Voldemort, 1 Harry Potter)

Have ready for immediate warm-up start

Alternative: Different coloured bands, scarves, hats

Cones

20-30

Set up small courts before game session

Alternative: Spots, lines on floor, rope

Measuring Tapes

4-6 pieces

Mark 1.5m distances for catching activities

Alternative: Floor lines, chalk marks

Key Vocabulary

Ready position

Standing with knees bent, weight on balls of feet, hands up ready to catch

Target hands

Hands positioned up and ready to receive the ball, making a clear target for the thrower

Barrier

Using feet or body positioned behind hands to stop balls that aren't caught cleanly

Call for the ball

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

Consistent ready position maintained

Successful catches increase over lesson

Clear communication heard during games

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