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Lesson 2 - Aiming with Accuracy

Foundation Hand-Ball Control and Tactical Awareness

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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 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

Balls

1 per student (30)

Medium-sized balls work best for control at this age

Alternative: Bean bags, soft balls, tennis balls

Cones

60 (2 per pair)

Bright coloured cones for visibility

Alternative: Markers, hoops laid flat

Mixed Objects

15 (1 per pair)

Objects that fall over easily when hit

Alternative: Bean bags, small cones, skittles

Score Sheets

15 (1 per pair)

Optional for students who can write numbers

Alternative: Simple tally charts, mental scoring

Key Vocabulary

Aiming

Looking at your target and pointing your body towards where you want the ball to go

Accuracy

Sending the ball exactly where you want it to go

Control

Being able to make the ball go where you want it to

Target

The object or place we are trying to hit with our ball

Opposite arm and leg

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

Consistent target hitting from 3 metres

Proper stepping action when rolling

Explains why accuracy matters in games

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