Lesson 5 - Rolling with Accuracy and Control
Accuracy Skills & Target Practice
•Reception
•Target Games
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How can we use our whole body to roll a ball accurately to hit different targets?
Learning Objectives
- To develop rolling technique with accuracy
- To understand the importance of body position when rolling
- To apply rolling skills in target games
Key Outcomes
- Students will roll a ball with improved accuracy using correct body position
- Students will demonstrate understanding of rolling technique
- Students will show consideration for safety when participating in games
Equipment & Resources Required
Distribute around hall perimeter for easy access
Alternative: Bean bags, soft balls, foam balls
For warm-up activity, placed in centre initially
Alternative: Soft play balls, bean bags
Various colours for different activities and goals
Alternative: Foam blocks, markers
Placed in centre of court for target activity
Alternative: Large soft balls, playground balls
For golf course holes, various positions around hall
Alternative: Rope circles, chalk circles
Placed midway between groups for knocking down
Alternative: Plastic bottles, foam cones
Key Vocabulary
Moving the ball along the ground using your hands
Hitting the target you're aiming for
How we position our body to roll effectively
Something we aim at with our ball
To collect or fetch a ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of taking turns
- Basic spatial awareness
Current Skills
- Rolling with body position awareness
- Aiming at targets
- Collecting balls safely
Next Steps
- Rolling with varying force
- Rolling while moving
- Advanced target games
Milestone Indicators
Key Teaching Points
- Emphasise 'ball stays on ground' - rolling not bouncing
- Body position is crucial - one foot forward, knees bent
- Start with gentle force and build up gradually
- Use both hands to develop bilateral coordination
- Safety first - controlled rolling in games
- Celebrate effort and improvement over perfect results
- Connect rolling to real-life activities like bowling
Common Misconceptions
- Children often bounce ball instead of rolling - demonstrate ground contact
- Many stand too upright - emphasise knee bending for accuracy
- Tendency to use only dominant hand - encourage alternating hands
- Rolling too hard thinking it's more accurate - show controlled force
- Confusion between throwing and rolling - clear demonstration needed
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular positive reinforcement
dyspraxia
- Simplified movement patterns, larger targets, extra practice time, step-by-step breakdown
autism spectrum
- Clear routine and structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use brightly coloured balls and equipment, verbal descriptions of targets, tactile exploration of equipment
hearing impairment
- Clear visual demonstrations, written or picture instructions, visual signals for start/stop
physical disability
- Seated rolling options, modified targets, use of ramps or larger balls as needed
Cross-Curricular Links
Science
Forces and motion - how pushing the ball makes it move, friction with ground
Geography
Compass directions (North, South, East, West) in ball collision game
PSHE
Turn-taking, cooperation, managing emotions in competitive situations
Teacher Guidance
Positioning
Move around perimeter for clear sight lines, position near more challenging activities
Observation Focus
Watch for correct body position, rolling accuracy improvement, and positive interactions
Intervention Points
Step in for unsafe rolling, support struggling students with technique, manage competitive elements
Demonstration Notes
Always demonstrate at student eye level, exaggerate key movements, use positive examples from students
Verbal Cues
- •'Bend those knees!'
- •'One foot forward!'
- •'Gentle rolls only!'
- •'Ball stays on the ground!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 20m, clear of obstacles
Surface Check
Clean, dry, non-slip surface free from equipment and hazards
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and undamaged
- •Ensure cones are stable and not cracked
- •Verify hoops are in good condition
Risk Management
Key Risks
- •Slips and falls on smooth surfaces
- •Collisions between students
- •Ball strikes to face or body
- •Tripping over equipment
Risk Mitigation
- •Clear movement rules and boundaries established
- •Emphasis on controlled, gentle rolling only
- •Adequate spacing between activities
- •Immediate stop signal practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor rolling force and direction
- •Watch for students entering others' space
Emergency Procedures
Stop activity immediately with clear signal, assess situation, provide appropriate first aid, contact office if needed