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Lesson 1 - Ball Handling Skills

Foundation Ball Control and Multi-Body Coordination

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Year 1

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Ball Skills

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50 min

Big Question

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

Cones

4 different coloured cones for corners, remainder for activities

Alternative: Markers, spots, or hoops

Balls

Mix of sizes suitable for Year 1 hands

Alternative: Size 3 footballs or netballs

Tennis Balls

One per student for individual exploration

Alternative: Small foam balls or bean bags

Key Vocabulary

Ball handling

Using your hands to control and move a ball

Soft touches

Gentle contact with the ball using feet

Wide fingers

Spreading fingers apart to grip the ball better

Personal space

The area around you where you can move safely

Control

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

Consistently uses wide fingers when handling balls

Demonstrates soft touches when using feet

Shows good spatial awareness around others

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