Lesson 2 - Target Rolling and Accuracy
Foundation Ball Control and Multi-Body Coordination
•Year 1
•Ball Skills
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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
Distributed around perimeter of teaching area
Alternative: Foam balls, tennis balls for students needing lighter equipment
Scattered throughout teaching area for targets and gates
Alternative: Plastic bottles, bean bags, hoops
For identifying gate keepers in games
Alternative: Coloured bands, different coloured balls
Key Vocabulary
To send a ball along the ground with a smooth action
Something to aim at
Being able to hit what you're aiming at
The correct way to do a skill
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
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