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Lesson 4 - Stopping a Ball with Hands

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 like goalkeepers to stop balls from getting past us?

Learning Objectives

To explore different ways of stopping a ball with our hands
To develop hand-eye coordination and tracking skills
To understand when and why we need to stop balls in games

Key Outcomes

Students will be able to stop a rolling ball using their hands
Students will move their body in line with the ball
Students will keep their eyes on the ball and be ready to receive it

Equipment & Resources Required

Soft Dodgeballs

1 per pair (15 balls)

Distributed to pairs around the playing area

Alternative: Bean bags, large sponge balls, playground balls

Cones

1 set

Set up as gates approximately 1 metre apart

Alternative: Markers, bean bags, quoits

Key Vocabulary

Stopping

Using our hands to prevent the ball from rolling past us

Ready position

Standing on the balls of our feet with hands prepared to stop the ball

Tracking

Watching the ball carefully with our eyes from start to finish

In line

Moving our body so we are directly behind where the ball is rolling

Gate

The space between two cones that the ball rolls through

Skill Progression Pathway

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

Prior Learning

Basic ball handling from Unit 1
Understanding of personal space
Simple rolling and pushing movements

Current Skills

Stopping a rolling ball with hands
Body positioning and alignment
Hand-eye coordination
Ready position on balls of feet

Next Steps

Stopping balls coming from different directions
Catching bouncing balls
Combining stopping with sending skills

Milestone Indicators

Students track the ball with their eyes consistently

Students move their body to get behind the ball

Students show readiness with hands and feet position

Students can explain why stopping is important in games

Key Teaching Points

Ready position is fundamental - on toes, hands prepared, eyes watching
Move your feet to get behind the ball rather than reaching with arms
Watch the ball from the moment it's rolled until it reaches your hands
Use gentle, controlled movements throughout all activities
Cooperation and encouragement between partners is as important as skill development
Honest scoring and fair play build character alongside physical skills
Practice makes progress - celebrate improvement over perfection

Common Misconceptions

Students think they need to stop the ball by reaching out instead of moving their body position
Belief that rolling harder makes the activity more exciting (actually makes it harder to control)
Assumption that competition means being unkind to opponents rather than playing fairly
Thinking that if they miss one ball they are 'bad' at the skill (emphasise learning process)
Misconception that ready position is just standing still (it's an active, alert position)

SEN Adaptations

ADHD

Short activity bursts, clear boundaries and rules, regular positive feedback, movement breaks built into activities

dyspraxia

Use larger, slower balls, simplify movement patterns, extra time to process instructions, break skills into smaller steps

autism spectrum

Clear routine and structure, visual schedule of activities, quiet space available if needed, predictable partner pairings

visual impairment

Use brightly coloured balls, provide verbal descriptions of setup, use tactile markers for lines and gates

hearing impairment

Clear visual demonstrations, visual signals for start/stop, written instruction cards

physical disability

Modify to seated stopping if needed, use larger balls, reduce distances, provide support for balance

Cross-Curricular Links

English

Following instructions, using descriptive language for movement, communication with partners

Maths

Counting successful stops, measuring distances between gates and lines, simple addition of scores

Science

Understanding forces - how balls roll and stop, friction between ball and hands/ground

Geography

Directional language - left, right, behind, in front, spatial awareness

PSHE

Cooperation and teamwork, honesty in scoring, resilience when facing challenges

Teacher Guidance

Positioning

Move around perimeter of area to observe all pairs, position centrally for demonstrations

Observation Focus

Watch for correct ready position, movement behind ball, fair play during competition

Intervention Points

Step in if technique is poor, if partnerships are struggling, or if competitive behaviour becomes negative

Demonstration Notes

Use students as demonstration partners when possible, exaggerate key points for clarity, maintain enthusiasm throughout

Verbal Cues

•'Ready position - toes, hands, eyes!'
•'Move your feet first, then stop with hands!'
•'Watch the ball all the way to your hands!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, preferably indoor hall or outdoor hard surface

Surface Check

Non-slip surface, free from obstacles, adequate space between pairs

Equipment Safety

Safety Checks

•Soft foam balls only - check for damage before use
•Cones stable and not cracked
•Chalk non-toxic if used for line marking

Risk Management

Key Risks

•Slips when moving to stop balls
•Collisions between pairs working too close
•Fingers bent back if stopping technique poor
•Frustration during competitive activities

Risk Mitigation

•Emphasise controlled movement rather than lunging
•Clear spacing guidelines between pairs
•Demonstrate safe hand positioning for stopping
•Monitor competitive behaviour and intervene if needed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during activities
•Circulate during partner work to monitor technique and behaviour
•Be ready to intervene in competitive situations

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students continue safely under supervision