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Lesson 2 - Target Rolling and Accuracy

Foundation Ball Control and Multi-Body Coordination

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Year 1

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Ball Skills

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54 min

Big Question

How can I make my ball go exactly where I want it to?

Learning Objectives

To develop rolling technique for accurate target hitting
To recognise and describe body changes during physical activity
To apply rolling skills in game situations with moving targets

Key Outcomes

Students will demonstrate improved rolling accuracy using correct technique
Students will identify how their body feels before, during and after exercise
Students will successfully hit static and moving targets using strategic aiming

Equipment & Resources Required

Balls

1 per student (30)

Distributed around perimeter of teaching area

Alternative: Foam balls, tennis balls for students needing lighter equipment

Cones

30-40 various colours

Scattered throughout teaching area for targets and gates

Alternative: Plastic bottles, bean bags, hoops

Bibs

6 different colours

For identifying gate keepers in games

Alternative: Coloured bands, different coloured balls

Key Vocabulary

Roll

To send a ball along the ground with a smooth action

Target

Something to aim at

Accuracy

Being able to hit what you're aiming at

Technique

The correct way to do a skill

Opposite foot

The foot that's different from your rolling hand

Skill Progression Pathway

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

Prior Learning

Basic ball handling and control
Understanding of personal space
Following simple movement instructions

Current Skills

Rolling with correct technique
Aiming at static targets
Predicting movement for moving targets
Body awareness during exercise

Next Steps

Rolling for distance control
Underarm throwing techniques
Strategic game play

Milestone Indicators

Consistent use of opposite foot forward

Ball release at correct point

Ability to hit targets 3 out of 5 attempts

Key Teaching Points

Opposite foot to rolling hand must step forward for balance and accuracy
Get low with bent knees to control the ball release point
Point hand at target during and after ball release
Use fingertips for precise ball control during handling activities
For moving targets, aim slightly ahead of where target is going
Gentle, controlled rolling is more accurate than hard, fast rolling
Two hands are needed to safely stop and collect balls

Common Misconceptions

Thinking the same foot as rolling hand should go forward - correct with 'opposite foot forward' practice
Believing harder rolling is more accurate - demonstrate gentle control versus power
Assuming moving targets are impossible to hit - show prediction and leading techniques
Thinking technique doesn't matter if you're strong - emphasise accuracy over power
Believing some students 'can't do it' - provide appropriate modifications and celebrate all attempts

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, frequent positive feedback, movement breaks incorporated

dyspraxia

Larger equipment, simplified instructions, extra practice time, step-by-step technique breakdown

autism spectrum

Clear routines and expectations, visual schedule of activities, quiet space available if needed

visual impairment

Use brightly coloured balls and cones, verbal descriptions of targets, buddy system for guidance

hearing impairment

Clear visual demonstrations, hand signals for instructions, written instruction cards available

physical disability

Adapted seating positions, larger or lighter balls, modified distances, alternative target options

Cross-Curricular Links

Maths

Counting successful hits, measuring distances for gates, direction and position vocabulary

Science

Forces and motion in ball rolling, understanding body changes during exercise, cause and effect

Geography

Directional language, spatial awareness, mapping movement around area

PSHE

Cooperation and teamwork, celebrating others' success, resilience when activities are challenging

Teacher Guidance

Positioning

Move around perimeter during activities for maximum visibility, central position for demonstrations

Observation Focus

Watch for correct rolling technique, target accuracy, cooperation and inclusion

Intervention Points

Step in if technique needs correction, safety concerns arise, or exclusion occurs

Demonstration Notes

Use exaggerated movements for visibility, involve students in demonstrations, celebrate good technique examples

Verbal Cues

•'Opposite foot forward!'
•'Point at your target!'
•'Gentle rolling, keep control!'
•'Look for space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Indoor hall minimum 15m x 20m or outdoor playground area, clear of obstacles

Surface Check

Non-slip surface, dry conditions, clear boundaries marked

Equipment Safety

Safety Checks

•Check playground balls are properly inflated and in good condition
•Ensure cones have no sharp edges or damage
•Verify adequate equipment for all students

Risk Management

Key Risks

•Slips and trips from rolling balls
•Students colliding during movement activities
•Balls rolling into other activities

Risk Mitigation

•Clear rules about ball staying on ground level
•Adequate spacing between students and activities
•Defined boundaries and collection procedures
•Emphasis on controlled, gentle rolling

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during activities
•Monitor spacing and ball control
•Ensure inclusive participation

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, calm other students