Lesson 2 - Aiming with Accuracy
Foundation Hand-Ball Control and Tactical Awareness
•Year 1
•Ball Skills
•Start Planning Better PE Lessons
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How can we use our hands to send a ball exactly where we want it to go?
Learning Objectives
- To explore and develop different ways of sending a ball using hands
- To understand the concept of aiming with accuracy
- To learn why accuracy is important when sending a ball
Key Outcomes
- Students will be able to roll a ball towards a target with increasing control
- Students will understand the meaning of 'aiming' and 'accuracy'
- Students will demonstrate proper body positioning when aiming
Equipment & Resources Required
Medium-sized balls work best for control at this age
Alternative: Bean bags, soft balls, tennis balls
Bright coloured cones for visibility
Alternative: Markers, hoops laid flat
Objects that fall over easily when hit
Alternative: Bean bags, small cones, skittles
Optional for students who can write numbers
Alternative: Simple tally charts, mental scoring
Key Vocabulary
Looking at your target and pointing your body towards where you want the ball to go
Sending the ball exactly where you want it to go
Being able to make the ball go where you want it to
The object or place we are trying to hit with our ball
When you step forward with your left foot, your right arm goes forward
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of taking turns
- Simple counting skills
Current Skills
- Rolling a ball with control
- Aiming at targets
- Understanding accuracy and its importance
Next Steps
- Rolling at moving targets
- Underarm throwing with accuracy
- Team target games
Milestone Indicators
Key Teaching Points
- Always look at your target before rolling the ball
- Use opposite arm and leg action when stepping forward
- Keep rolls gentle and controlled rather than hard
- Accuracy is more important than power
- Encourage and celebrate your partner's attempts
- Body position can be adjusted to avoid obstacles
- Practice makes perfect - improvement takes time
Common Misconceptions
- Rolling harder will make the ball more accurate - actually makes it harder to control
- You don't need to look at the target - looking and aiming are essential skills
- Only hitting the target matters - effort and improvement are equally important
- You should use the same side arm and leg - opposite sides provide better balance
- Accuracy is just luck - it's a skill that can be developed through practice
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, regular movement breaks, immediate feedback
dyspraxia
- Larger equipment, simplified movements, extra practice time, step-by-step visual guides
autism spectrum
- Clear routine structure, visual schedules, quiet zones available, consistent partner pairings
visual impairment
- Use bright coloured equipment, verbal descriptions of targets, tactile targets with bells
hearing impairment
- Clear visual demonstrations, hand signals for instructions, visual scoring systems
physical disability
- Seated rolling options, larger balls for easier handling, closer targets, ramp assistance if needed
Cross-Curricular Links
English
New vocabulary (aiming, accuracy, control), following multi-step instructions, explaining reasons
Maths
Counting scores, understanding distance (3 steps away), basic addition of points
Science
Forces and motion - understanding how gentle/hard pushes affect ball movement
PSHE
Taking turns, cooperation, celebrating others' success, resilience when missing targets
Teacher Guidance
Positioning
Move constantly between pairs to provide individual feedback while maintaining overview of whole class
Observation Focus
Watch for proper aiming sequence, cooperation between partners, and improvement in accuracy
Intervention Points
Step in when students are not following safety rules, struggling with technique, or need encouragement
Demonstration Notes
Use exaggerated movements to show aiming sequence clearly, always model positive encouragement
Verbal Cues
- •'Eyes on target first!'
- •'Step with your opposite foot!'
- •'Gentle and controlled!'
- •'Celebrate your partner's success!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, suitable for 30 students with rolling activities
Surface Check
Non-slip, level surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and undamaged
- •Ensure cones are stable and visible
- •Verify target objects are soft and safe if hit
Risk Management
Key Risks
- •Students in line of rolling balls
- •Collisions when collecting equipment
- •Trips over scattered equipment
Risk Mitigation
- •Clear protocols for when students can move to collect balls
- •Designated safe zones away from rolling areas
- •Regular equipment checks and organisation
- •Clear boundaries between activity stations
Supervision & Emergency Procedures
Supervision Points
- •Position to see all pairs during activities
- •Maintain visual contact during transitions
- •Monitor for appropriate force when rolling
Emergency Procedures
Stop signal established, clear pathways to exit, first aid kit accessible