Lesson 1 - Bouncing and Sending with Control
Foundation Hand-Ball Control and Tactical Awareness
•Year 1
•Ball Skills
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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
Ensure balls are appropriately sized for Year 1 hands
Alternative: Size 3 footballs, large playground balls, or basketballs
Use to mark out 'alien areas' - forbidden zones
Alternative: Chalk for marking areas, bean bags, or poly spots
To identify 'aliens' (defenders) and 'space heroes'
Alternative: Different coloured cones to hold, or arm bands
Key Vocabulary
Bouncing the ball repeatedly while moving to keep it under control
An empty area where there are no defenders or obstacles
Keeping the ball close to your body and being able to stop it when needed
Sending the ball exactly where you want it to go
A player trying to stop you or take the ball away
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
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