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Lesson 3 - Power and Speed in Ball Rolling

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 do we control the power and speed when rolling a ball to hit our target?

Learning Objectives

Develop different ways of sending a ball using hands with varying force
Understand the relationship between distance and the power needed to reach targets
Learn to aim accurately by using body positioning and visual focus

Key Outcomes

Students will roll balls with appropriate force for different distances
Students will demonstrate understanding of aiming techniques
Students will show improved accuracy in target games

Equipment & Resources Required

Hoops

1 per student (30)

Distribute around hall perimeter for collection

Alternative: Large circles drawn with chalk, buckets, large cones in circle formation

Softballs

1 per student (30)

Medium-sized balls work best for rolling control

Alternative: Tennis balls, bean bags, soft play balls

Cones

1 per student (30)

Different colours if possible to aid organisation

Alternative: Spots, bean bags, small markers

Obstacles

10-15

For extension activities and course building

Alternative: Small cones, bean bags, foam blocks

Key Vocabulary

Aiming

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

Power

How hard or soft you roll the ball

Control

Making the ball go exactly where you want it to go

Target

The object or area you are trying to hit with your ball

Force

The strength you use to push the ball forward

Skill Progression Pathway

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

Prior Learning

Basic ball handling and holding techniques
Simple rolling action with dominant hand
Understanding of forward direction

Current Skills

Controlling force and speed when rolling
Aiming techniques using body alignment
Understanding distance-power relationships

Next Steps

Rolling with both hands alternately
Rolling around obstacles with curved paths
Team-based target games with strategy

Milestone Indicators

Consistently adjusts force based on target distance

Uses stepping action with opposite foot

Maintains visual focus on target throughout rolling action

Key Teaching Points

Distance determines the force needed - further targets need harder rolls
Aiming involves pointing the whole body towards the target, not just the arm
Stepping forward with the opposite foot helps with power and accuracy
Looking at the target throughout the rolling action improves accuracy
Practice and adjustment lead to improvement - encourage students to learn from each attempt
Fair play and honesty in score keeping are essential life skills
Different challenges suit different students - finding the right level builds confidence

Common Misconceptions

Students think only the arm needs to point towards target - emphasise whole body alignment
Students believe harder is always better - teach appropriate force for distance
Students focus on the ball instead of the target - reinforce looking where you want the ball to go
Students think they should get it right first time - celebrate learning through mistakes
Students compare their scores with others instead of personal improvement - focus on individual progress

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear boundaries for each activity area, immediate feedback and praise, hands-on learning approach

dyspraxia

Larger equipment for easier handling, simplified movement patterns, extra practice time, breakdown skills into smaller steps

autism spectrum

Clear visual schedule of lesson activities, consistent routine and structure, quiet practice area available, advance warning of activity changes

visual impairment

Use brightly coloured balls and hoops, provide verbal descriptions of target locations, use tactile markers for starting positions, buddy system for guidance

hearing impairment

Use clear visual demonstrations, written instruction cards with pictures, hand signals for start/stop, visual cues for transitions

physical disability

Seated rolling version from chair or bench, use larger/lighter balls, adjust target distances, provide ramp or rolling aid if needed

Cross-Curricular Links

Maths

Counting rolls accurately, comparing distances, understanding more/less force concepts, basic addition when keeping scores

Science

Forces and motion - understanding that harder pushes make balls go further, cause and effect relationships

Geography

Spatial awareness, understanding of near and far, direction and positioning concepts

PSHE

Taking turns fairly, honesty in score keeping, resilience when facing challenges, helping others

Teacher Guidance

Positioning

Move around perimeter of hall to observe all students, position centrally during demonstrations for maximum visibility

Observation Focus

Watch for force adjustment, proper aiming technique, safe movement patterns and student engagement levels

Intervention Points

Step in if students struggling with basic rolling technique, if unsafe behaviour observed, or if students not understanding distance-force relationship

Demonstration Notes

Use exaggerated movements for clarity, involve students in demonstrations where possible, repeat key demonstrations as needed

Verbal Cues

•'Body pointing to target!'
•'Think about your force before you roll!'
•'Eyes on the hoop!'
•'Step forward as you roll!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Dry, non-slip surface suitable for rolling balls, free from trip hazards

Equipment Safety

Safety Checks

•Foam balls checked for damage and appropriate size for Year 1 students
•Hoops with no sharp edges or cracks
•Cones stable and appropriate height
•All equipment age-appropriate and in good condition

Risk Management

Key Risks

•Students colliding while moving around different golf holes
•Slips and falls when moving quickly to collect balls
•Balls rolling into other students' areas causing distraction
•Equipment left in walkways creating trip hazards

Risk Mitigation

•Clear boundaries established for each student's golf hole area
•Controlled movement between holes with teacher supervision
•Adequate spacing between all activities
•Clear rules about waiting for balls to stop before collecting
•Equipment management taught and reinforced throughout

Supervision & Emergency Procedures

Supervision Points

•Position to observe all student areas during individual practice
•Monitor transitions between holes for safe movement
•Watch for students using appropriate force to avoid over-energetic rolling
•Ensure students maintain awareness of others during activities

Emergency Procedures

Stop signal established and practised, first aid readily available, clear evacuation routes maintained

Lesson 3 - Power and Speed in Ball Rolling

How do we control the power and speed when rolling a ball to hit our target?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

Maths

Science

Geography

PSHE

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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