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Lesson 1 - Bouncing and Sending with Control

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 keep the ball away from defenders and pass with accuracy?

Learning Objectives

To develop bouncing (dribbling) skills with increasing control
To understand why we need to keep the ball away from defenders
To explore different ways of sending (passing) the ball to a partner

Key Outcomes

Students will be able to dribble (bounce) a ball with control while avoiding obstacles
Students will understand the importance of moving into space and keeping possession
Students will be able to pass a ball with accuracy to a partner

Equipment & Resources Required

Medicine Balls

1 per student (30)

Ensure balls are appropriately sized for Year 1 hands

Alternative: Size 3 footballs, large playground balls, or basketballs

Cones

20-25

Use to mark out 'alien areas' - forbidden zones

Alternative: Chalk for marking areas, bean bags, or poly spots

Coloured Bibs

To identify 'aliens' (defenders) and 'space heroes'

Alternative: Different coloured cones to hold, or arm bands

Key Vocabulary

Dribbling

Bouncing the ball repeatedly while moving to keep it under control

Space

An empty area where there are no defenders or obstacles

Control

Keeping the ball close to your body and being able to stop it when needed

Accuracy

Sending the ball exactly where you want it to go

Defender

A player trying to stop you or take the ball away

Possession

Having control of the ball

Skill Progression Pathway

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

Prior Learning

Basic ball handling from EYFS
Simple throwing and catching
Understanding of following simple rules

Current Skills

Controlled bouncing (dribbling) technique
Spatial awareness and movement
Accurate passing to a stationary partner

Next Steps

Dribbling while under pressure
Passing to moving targets
Introduction to simple ball games

Milestone Indicators

Consistent ball control while moving

Quick decision making between dribbling and passing

Understanding of space and positioning

Key Teaching Points

Use fingertips not palms for better ball control
Keep ball close to body when dribbling
Look up and around while moving, not down at ball
Pass with accuracy by looking at partner's hands
Move into space to avoid defenders
Stop immediately when tagged and pass safely
Work cooperatively with your partner

Common Misconceptions

Thinking dribbling means moving as fast as possible - emphasise control over speed
Believing you should always keep the ball - teach when passing is better
Focusing only on the ball - develop peripheral vision and spatial awareness
Passing too hard because 'harder is better' - teach gentle, accurate passes
Not understanding why rules matter - connect to real game situations

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular movement breaks, positive reinforcement

dyspraxia

Larger equipment, simplified movements, extra practice time, peer support

autism spectrum

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

visual impairment

Use brightly coloured balls, verbal descriptions of alien zones, buddy system for navigation

hearing impairment

Visual demonstrations, clear hand signals for stop/start, written instruction cards

physical disability

Seated version using rolling ball, larger balls for easier handling, shorter distances

Cross-Curricular Links

Maths

Counting bounces, spatial concepts (in/out of areas), timing (2 minutes), measuring distances

Science

Forces when bouncing ball, gravity and rebound, cause and effect in movement

Geography

Directional language (left, right, forward, back), mapping movement around space

PSHE

Cooperation, taking turns, following rules, celebrating success, helping others

Teacher Guidance

Positioning

Move around space perimeter to observe all students, stay near active areas during games

Observation Focus

Look for ball control improvement, spatial awareness, and cooperative behaviours

Intervention Points

Step in if students not following safety rules, provide individual support for struggling students

Demonstration Notes

Use clear, exaggerated movements for skill demonstrations, involve students in showing good examples

Verbal Cues

•'Fingertips on the ball!'
•'Look for space!'
•'Gentle tagging only!'
•'Eyes on your partner when passing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 20m, clear of obstacles and trip hazards

Surface Check

Non-slip surface, dry and even, no loose equipment

Equipment Safety

Safety Checks

•Balls appropriately sized for Year 1 hands
•Cones have no sharp edges or cracks
•Bibs clean and appropriate size

Risk Management

Key Risks

•Collisions between students during dribbling
•Balls causing trips or slips
•Overexcitement leading to rough play

Risk Mitigation

•Clear boundaries and alien zones to manage movement
•Emphasis on gentle tagging only
•Regular reminders about controlled movements
•Immediate stop signal when needed

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during active phases
•Monitor alien zones for rule compliance
•Watch for students becoming overwhelmed or frustrated

Emergency Procedures

Stop activity immediately, assess any incidents, apply first aid if needed, complete accident forms as required