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Lesson 3 - Co-ordination and Ball 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 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

Cones

Distributed around area perimeter and for goal creation

Alternative: Markers, bean bags, hoops for boundaries

Balls

For group activities, one per group of 4

Alternative: Large soft balls, basketballs

Tennis Balls

One per pair for partner work

Alternative: Foam balls, bean bags for easier catching

Key Vocabulary

Co-ordination

Using different parts of your body together smoothly

Track

Following the ball with your eyes and moving your body to meet it

Control

Moving your body in a smooth, balanced way

Technique

The correct way to do a skill

Target

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

Student can roll ball smoothly to partner

Student moves feet to get behind rolling ball

Student uses wide fingers to stop ball with hands

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