Lesson 3 - Co-ordination and Ball Control
Foundation Ball Control and Multi-Body Coordination
•Year 1
•Ball Skills
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How can we use our whole body to track and stop a moving ball?
Learning Objectives
- To develop co-ordination and be able to stop a rolling ball
- To move with control when tracking a ball
- To understand different ways of stopping a ball safely
Key Outcomes
- Students will demonstrate improved co-ordination when sending and receiving balls
- Students will show controlled movement when tracking a rolling ball
- Students will successfully stop balls using hands and feet with increasing accuracy
Equipment & Resources Required
Distributed around area perimeter and for goal creation
Alternative: Markers, bean bags, hoops for boundaries
For group activities, one per group of 4
Alternative: Large soft balls, basketballs
One per pair for partner work
Alternative: Foam balls, bean bags for easier catching
Key Vocabulary
Using different parts of your body together smoothly
Following the ball with your eyes and moving your body to meet it
Moving your body in a smooth, balanced way
The correct way to do a skill
The place you are aiming for
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills - walking, running, jogging
- Awareness of personal space
- Simple ball rolling with two hands
Current Skills
- Co-ordinated ball rolling and stopping
- Tracking moving objects with body movement
- Using hands and feet to control balls
Next Steps
- Ball rolling accuracy to targets
- One-handed ball control
- Simple throwing and catching
Milestone Indicators
Key Teaching Points
- Keep eyes on the ball at all times during tracking and stopping
- Bend down low when rolling to improve accuracy and control
- Step with opposite foot to rolling arm for better balance
- Move feet quickly to get body behind rolling ball for successful stopping
- Use wide fingers like making a bowl when stopping with hands
- Communicate clearly with teammates during group activities
- Think strategically about where to roll ball to score more points
Common Misconceptions
- Students think they need to kick balls hard to stop them - teach gentle stopping instead
- Belief that same-side foot and hand is correct - emphasise opposite foot/hand coordination
- Thinking that standing still will help catch balls - teach active tracking and movement
- Assumption that faster is always better - emphasise control over speed
- Misconception that individual effort matters most - highlight teamwork benefits
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, regular movement breaks with purpose
dyspraxia
- Larger, slower balls, extra practice time, break skills into smaller steps
autism spectrum
- Clear visual schedule of activities, quiet space available, consistent routines and expectations
visual impairment
- Use bright coloured balls, provide verbal descriptions of ball position, buddy system for guidance
hearing impairment
- Use visual demonstrations, hand signals for instructions, written instruction cards
physical disability
- Seated rolling and stopping, use lighter balls, modify distances as needed
Cross-Curricular Links
Maths
Counting points in games, measuring distances with steps, comparing scores and statistics
Science
Forces and motion - how balls roll and stop, friction between ball and surface
Geography
Directional language - rolling away from catchers, spatial awareness and positioning
PSHE
Teamwork and cooperation, communication skills, supporting others and fair play
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for correct rolling technique, safe stopping methods, and positive teamwork
Intervention Points
Step in if students struggling with coordination, unsafe play, or team conflicts
Demonstration Notes
Always demonstrate at student eye level, exaggerate key technique points, use positive student examples
Verbal Cues
- •'Eyes on the ball!'
- •'Get your body behind it!'
- •'Soft, controlled movements!'
- •'Great teamwork!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m indoor space or outdoor hard court area
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check balls are properly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify adequate equipment for all students
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips when stopping or changing direction quickly
- •Ball strikes to face or body during partner work
Risk Mitigation
- •Clear boundaries established with cones
- •Adequate spacing maintained between pairs and groups
- •Emphasis on controlled movements and gentle ball handling
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during Ball Tag
- •Check partner work spacing and technique safety
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, contact emergency services if required