Lesson 8 - Ball Skills Coordination and Control
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 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
Various arrangements for station work
Alternative: Markers, spots, or chalk lines
One per group for passing station
Alternative: Size 3 footballs or soft play footballs
Distributed across dribbling and catching stations
Alternative: Size 4 rubber balls or netballs
For rolling accuracy station
Alternative: Foam balls or bean bags
Key Vocabulary
Using different parts of your body to work together smoothly
Keeping the ball where you want it to be
Moving a ball along the ground while staying in control
Gentle contact with the ball to keep it close
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
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