Lesson 1 - Ball Handling Skills
Foundation Ball Control and Multi-Body Coordination
•Year 1
•Ball Skills
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How can we use different parts of our body to control and move a ball safely?
Learning Objectives
- To explore different ball handling skills using hands and feet
- To develop basic ball control and coordination
- To demonstrate safe equipment use and spatial awareness
Key Outcomes
- Students will be able to handle balls with increasing control using hands
- Students will demonstrate basic ball skills with feet showing balance
- Students will work safely with equipment and others in shared space
Equipment & Resources Required
4 different coloured cones for corners, remainder for activities
Alternative: Markers, spots, or hoops
Mix of sizes suitable for Year 1 hands
Alternative: Size 3 footballs or netballs
One per student for individual exploration
Alternative: Small foam balls or bean bags
Key Vocabulary
Using your hands to control and move a ball
Gentle contact with the ball using feet
Spreading fingers apart to grip the ball better
The area around you where you can move safely
Being able to make the ball go where you want it to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and movement
- Understanding of personal space
- Simple catching and throwing with large balls
Current Skills
- Ball handling with different sized balls
- Basic passing and receiving with partner
- Simple ball control with feet
Next Steps
- More complex ball skills and combinations
- Team ball games with simple rules
- Improved accuracy and control in ball skills
Milestone Indicators
Key Teaching Points
- Use 'starfish hands' (wide fingers) for better ball control and catching
- Soft touches with inside of foot keep ball close and controlled
- Safety rules: balls below shoulder height, stay in own space, walk to collect escaped balls
- Eyes should track the ball during all catching and receiving activities
- Partner activities require communication - call names before passing
- Quality of movement more important than speed in all activities
- Encourage exploration and creativity within safety guidelines
Common Misconceptions
- Thinking harder throws/kicks are always better - emphasise control over power
- Believing only one way to hold ball - show different grips for different skills
- Assuming bigger balls are always easier - explain how size affects handling
- Thinking competition means winning at all costs - focus on personal improvement and teamwork
SEN Adaptations
ADHD
- Clear boundaries and expectations, frequent position changes, immediate feedback and praise for focus
dyspraxia
- Larger, slower balls to start, extra practice time, break skills into smaller steps, plenty of encouragement
autism spectrum
- Clear visual schedule of activities, quiet space available if overwhelmed, consistent routines and expectations
visual impairment
- Use bright coloured balls with sound elements, clear verbal descriptions of all activities, partner support for spatial awareness
hearing impairment
- Visual demonstrations enhanced, hand signals for instructions, buddy system for instruction relay
physical disability
- Seated versions of activities available, adapted balls (larger/lighter), modified distances and heights
Cross-Curricular Links
English
Following instructions, new vocabulary development, descriptive language for movements
Maths
Counting successful catches and passes, measuring distances for ball activities, shapes and patterns in team formations
Science
Forces when pushing/throwing balls, gravity affecting ball bounce, materials and properties of different balls
PSHE
Teamwork and cooperation, taking turns fairly, celebrating others' achievements, resilience when skills are challenging
Teacher Guidance
Positioning
Move around perimeter for visibility, central for demonstrations
Observation Focus
Ball control technique, safety rule compliance, partner cooperation
Intervention Points
Step in if safety rules broken or students struggling with skills
Demonstration Notes
Exaggerate movements for visibility, use students as positive examples, demonstrate incorrectly then correctly for clarity
Verbal Cues
- •'Starfish hands for control!'
- •'Soft touches with feet!'
- •'Eyes on the ball!'
- •'Remember your space bubble!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor hall or playground area, clear of obstacles
Surface Check
Non-slip surface, dry and even, free from hazards
Equipment Safety
Safety Checks
- •Check balls are properly inflated but not over-inflated
- •Ensure no damaged balls with rough surfaces
- •Cones have no sharp edges or cracks
Risk Management
Key Risks
- •Balls escaping and causing trips
- •Collisions between students during movement
- •Ball strikes to face during catching practice
Risk Mitigation
- •Clear boundaries established and explained
- •Balls below shoulder height rule enforced
- •Adequate spacing between students maintained
- •Walking to collect escaped balls rule
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor ball handling technique for safety
- •Watch for students following safety rules
Emergency Procedures
Stop signal established, clear pathways to exits, first aid accessible