Lesson 3 - Power and Speed in Ball Rolling
Foundation Hand-Ball Control and Tactical Awareness
•Year 1
•Ball Skills
•Start Planning Better PE Lessons
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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
Distribute around hall perimeter for collection
Alternative: Large circles drawn with chalk, buckets, large cones in circle formation
Medium-sized balls work best for rolling control
Alternative: Tennis balls, bean bags, soft play balls
Different colours if possible to aid organisation
Alternative: Spots, bean bags, small markers
For extension activities and course building
Alternative: Small cones, bean bags, foam blocks
Key Vocabulary
Looking at your target and pointing your body towards where you want the ball to go
How hard or soft you roll the ball
Making the ball go exactly where you want it to go
The object or area you are trying to hit with your ball
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
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