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Lesson 8 - Ball Skills Coordination and Control

Foundation Ball Control and Multi-Body Coordination

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Year 1

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Ball Skills

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45 min

Big Question

How can we use different parts of our body to control a ball and work together as a team?

Learning Objectives

To show coordination and control in a variety of ball skills
To apply different ball skills in different situations
To work cooperatively with a partner when using ball skills

Key Outcomes

Students will demonstrate control using different ball skills
Students will show coordination when moving and handling balls
Students will work effectively with partners during ball activities

Equipment & Resources Required

Cones

Various arrangements for station work

Alternative: Markers, spots, or chalk lines

Softballs

One per group for passing station

Alternative: Size 3 footballs or soft play footballs

Balls

Distributed across dribbling and catching stations

Alternative: Size 4 rubber balls or netballs

Tennis Balls

For rolling accuracy station

Alternative: Foam balls or bean bags

Key Vocabulary

Coordination

Using different parts of your body to work together smoothly

Control

Keeping the ball where you want it to be

Dribbling

Moving a ball along the ground while staying in control

Soft touch

Gentle contact with the ball to keep it close

Ready position

Standing balanced and prepared to receive or move with a ball

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic throwing and catching skills
Simple ball handling with two hands
Following basic movement instructions

Current Skills

Coordinated ball control with hands and feet
Partner cooperation during ball skills
Applying ball skills in different contexts

Next Steps

More complex ball games and challenges
Team ball skills with larger groups
Introduction to simple sports-specific techniques

Milestone Indicators

Smooth transitions between different ball skills

Consistent ball control under pressure

Effective communication with partners

Key Teaching Points

Soft touches and controlled movements are more effective than hard, fast actions with balls
Communication and encouragement create better teamwork than individual focus alone
Looking ahead while maintaining ball control develops better coordination than watching the ball constantly
Taking turns and cooperating leads to more practice opportunities for everyone
Different ball skills require different body parts and techniques - hands for catching, feet for kicking, whole body for coordination
Challenge progression helps develop confidence - start easy and build up to harder skills
Positive attitude and perseverance help overcome mistakes and build resilience

Common Misconceptions

Harder/faster ball contact gives better control - teach that soft, controlled touches are more effective
Individual skill is more important than teamwork - emphasise how cooperation enhances everyone's learning
Mistakes mean failure - frame mistakes as learning opportunities and stepping stones to improvement
Only sporty children can be good at ball skills - demonstrate that practice and encouragement help everyone improve
Competition is more important than participation - focus on personal progress and team success
One way to do skills is correct - show multiple approaches and celebrate different learning styles

SEN Adaptations

ADHD

Provide frequent movement opportunities, use clear boundaries and expectations, offer leadership roles to maintain engagement

dyspraxia

Use larger equipment, reduce complexity of multi-step instructions, provide additional practice time and encouragement

autism spectrum

Provide clear structure and routine, use visual schedules for station rotations, offer quiet space if overstimulated

visual impairment

Use brightly coloured balls and equipment, provide clear verbal descriptions of all activities, assign buddy support for navigation

hearing impairment

Use visual demonstrations and hand signals, provide written station instructions with pictures, ensure good visual positioning

physical disability

Offer seated versions of activities, use larger/lighter balls as needed, modify distances and targets for accessibility

Cross-Curricular Links

English

Following multi-step instructions, using descriptive vocabulary for movement, communicating effectively with partners

Maths

Counting during warm-up exercises, measuring distances between cones, recognising patterns in ball movement, timing activities

Science

Understanding forces when pushing/pulling balls, gravity effects during throwing and catching, body systems responding to exercise

PSHE

Cooperation and teamwork skills, perseverance when facing challenges, celebrating diversity in abilities, respect for others

Teacher Guidance

Positioning

Central location during demonstrations, circulate between stations during activities, ensure visibility of all students

Observation Focus

Ball control techniques, cooperation between students, challenge progression, safety awareness

Intervention Points

Step in when students struggle with technique, facilitate cooperation issues, adjust challenge levels as needed

Demonstration Notes

Use student helpers when possible, exaggerate key points for visibility, repeat demonstrations as needed for understanding

Verbal Cues

•'Soft touches keep the ball close!'
•'Ready hands for catching!'
•'Communicate with your teammates!'
•'Well done, try the next challenge!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground area, minimum 15m x 20m for stations and circle work

Surface Check

Non-slip surface free from water, obstacles, or hazards that could cause falls

Equipment Safety

Safety Checks

•Check all balls are properly inflated and in good condition
•Ensure cones have no sharp edges or cracks
•Verify adequate space between stations to prevent collisions

Risk Management

Key Risks

•Collisions between students during ball activities
•Slips and falls on playing surface
•Ball strikes from inaccurate throws or kicks
•Overexertion during warm-up activities

Risk Mitigation

•Establish clear boundaries and movement patterns for each station
•Maintain adequate spacing between groups and individuals
•Use soft playground balls rather than hard sports balls
•Progressive build-up of activity intensity
•Clear stop signals and emergency procedures

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all station activities
•Circulate regularly to monitor technique and safety
•Monitor for signs of fatigue or frustration in students
•Maintain awareness of students with specific medical needs

Emergency Procedures

Immediate stop signal (whistle), clear access routes for first aid, basic first aid kit available for minor injuries