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Lesson 3 - Rolling and Aiming Skills

Teamwork Foundations

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Reception

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Striking & Fielding

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45 min

Big Question

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

Softballs

1 per child (30)

Distributed around activity areas

Alternative: Bean bags, tennis balls

Cones

40-50

Different colours for different activities

Alternative: Spots, markers, plastic bottles

Hoops

For target zones in final activity

Alternative: Rope circles, chalk circles

Key Vocabulary

Ambidextrous

Being able to use both hands equally well

Rolling

Moving a ball along the ground using an underarm action

Target

Something you aim at when rolling or throwing

Accuracy

How close you get to where you were aiming

Force

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

Consistent rolling technique with both hands

Ability to adjust force for different distances

Demonstrates good sportsmanship in competitive activities

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