Lesson 3 - Rolling and Aiming Skills
Teamwork Foundations
•Reception
•Striking & Fielding
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How can we use both hands equally well to roll a ball accurately at a target?
Learning Objectives
- To develop underarm rolling technique with both dominant and non-dominant hands
- To improve accuracy when aiming at targets of different sizes
- To understand the importance of being ambidextrous in sport
Key Outcomes
- Students will demonstrate improved rolling technique using both hands
- Students will show greater accuracy when rolling at targets
- Students will work cooperatively in small groups and follow game rules
Equipment & Resources Required
Distributed around activity areas
Alternative: Bean bags, tennis balls
Different colours for different activities
Alternative: Spots, markers, plastic bottles
For target zones in final activity
Alternative: Rope circles, chalk circles
Key Vocabulary
Being able to use both hands equally well
Moving a ball along the ground using an underarm action
Something you aim at when rolling or throwing
How close you get to where you were aiming
How hard or gentle you roll the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rolling a ball
- Ability to work in pairs
- Following simple instructions
Current Skills
- Developing ambidextrous rolling skills
- Improving accuracy at different targets
- Understanding scoring systems in games
Next Steps
- Introduction to bowling techniques
- Target games with moving objectives
- Simple striking and fielding games
Milestone Indicators
Key Teaching Points
- Look at your target before rolling
- Get down low for better control and accuracy
- Step forward with opposite foot to rolling arm
- Use both hands equally to develop ambidextrous skills
- Adjust rolling force based on target distance
- Encourage and support teammates during activities
- Follow game rules and score honestly
Common Misconceptions
- Only needing to use dominant hand for accuracy - emphasise ambidextrous development
- Rolling harder always means more accurate - teach force control
- Looking at ball instead of target - reinforce target focus
- Same foot forward as rolling arm - correct footwork for stability
SEN Adaptations
ADHD
- Frequent position changes, clear boundaries, regular positive feedback
dyspraxia
- Slower demonstrations, breakdown of complex movements, additional practice time
autism spectrum
- Clear visual schedule of activities, quiet space available, consistent routines
visual impairment
- Use bright coloured equipment, verbal descriptions of setup, tactile markers for boundaries
hearing impairment
- Visual demonstrations, hand signals for instructions, buddy system for support
physical disability
- Adapted sitting or supported rolling positions, shorter distances, larger targets
Cross-Curricular Links
Maths
Counting successful attempts, adding scores, understanding number sequences 1-5
Science
Forces and motion - how different rolling force affects ball travel distance
Geography
Directional language - rolling towards, through, beyond targets
PSHE
Cooperation, turn-taking, celebrating others' achievements, resilience when facing challenges
Teacher Guidance
Positioning
Central position to observe all groups, move between activities to provide individual feedback
Observation Focus
Rolling technique development, cooperation in groups, safe participation
Intervention Points
Step in if safety concerns arise, support struggling children, challenge advanced students
Demonstration Notes
Demonstrate: Exaggerate technique points for visibility, show both correct and incorrect methods, use child demonstrators when appropriate
Verbal Cues
- •'Look at your target!'
- •'Get down low!'
- •'Step forward with opposite foot!'
- •'Use your other hand too!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area, minimum 15m x 20m for multiple group activities
Surface Check
Clean, dry, non-slip surface free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Check all balls are appropriate softness for age group
- •Ensure cones have no sharp edges or cracks
- •Verify equipment is clean and hygienic
Risk Management
Key Risks
- •Collisions between groups during warm-up activity
- •Trips over cones or equipment
- •Balls hitting children during rolling activities
Risk Mitigation
- •Clear boundaries established between group areas
- •Adequate spacing maintained throughout
- •Progressive skill building from simple to complex
- •Clear stop signals established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during activities
- •Monitor bridge formation for safety
- •Watch for safe equipment collection
Emergency Procedures
Stop activity immediately, assess any injury, provide appropriate first aid, inform school office if required