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Lesson 5 - Rolling with Accuracy and Control

Accuracy Skills & Target Practice

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Reception

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Target Games

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45 min

Big Question

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

Tennis Balls

1 per student (30)

Distribute around hall perimeter for easy access

Alternative: Bean bags, soft balls, foam balls

Game Balls

For warm-up activity, placed in centre initially

Alternative: Soft play balls, bean bags

Dish Cones

Various colours for different activities and goals

Alternative: Foam blocks, markers

Balloon Balls

Placed in centre of court for target activity

Alternative: Large soft balls, playground balls

Hoops

For golf course holes, various positions around hall

Alternative: Rope circles, chalk circles

Shuttles

Placed midway between groups for knocking down

Alternative: Plastic bottles, foam cones

Key Vocabulary

Rolling

Moving the ball along the ground using your hands

Accuracy

Hitting the target you're aiming for

Body position

How we position our body to roll effectively

Target

Something we aim at with our ball

Retrieve

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

Consistently uses bent knee position

Shows accuracy improvement over lesson

Demonstrates safe game participation

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