Lesson 4 - Stopping a Ball with Hands
Foundation Hand-Ball Control and Tactical Awareness
•Year 1
•Ball Skills
•Start Planning Better PE Lessons
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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
Distributed to pairs around the playing area
Alternative: Bean bags, large sponge balls, playground balls
Set up as gates approximately 1 metre apart
Alternative: Markers, bean bags, quoits
Key Vocabulary
Using our hands to prevent the ball from rolling past us
Standing on the balls of our feet with hands prepared to stop the ball
Watching the ball carefully with our eyes from start to finish
Moving our body so we are directly behind where the ball is rolling
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
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