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Lesson 5 - Stopping and Combining Skills

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 to control a ball and keep it safe?

Learning Objectives

Develop different ways of stopping a ball with hands
Combine sending and receiving skills effectively
Apply prior knowledge of accurate ball placement and control

Key Outcomes

Students will demonstrate controlled stopping techniques using hands
Students will combine sending and receiving movements in sequence
Students will understand the importance of accuracy when sending balls

Equipment & Resources Required

Soft Dodgeballs

1 per student (30)

Distributed around activity area perimeter for easy access

Alternative: Bean bags, tennis balls, playground balls

Coloured Cones

20-30 assorted colours

Set up as goals and gates throughout playing area

Alternative: Plastic bottles, markers, hoops

Dish Cones

4-6 lines

Create clear boundaries and starting positions

Alternative: Rope, chalk lines, tape

Bibs

15 (half class)

Help identify partners and teams during activities

Alternative: Different coloured cones to hold

Key Vocabulary

Stopping

Using hands to prevent a ball from moving past you

Sending

Rolling or pushing a ball towards a target with control

Target

The specific place where we aim our ball

Ready position

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

Accuracy

Sending the ball exactly where we want it to go

Skill Progression Pathway

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

Prior Learning

Basic ball rolling and pushing movements
Understanding of personal space and boundaries
Simple hand-eye coordination skills

Current Skills

Stopping moving balls with hands effectively
Combining sending and receiving in continuous sequences
Moving body in line with ball trajectory

Next Steps

Catching balls at different heights
Throwing and catching with a partner
Using stopping skills in simple game situations

Milestone Indicators

Consistent hand positioning when stopping balls

Accurate sending to designated targets

Smooth transitions between receiving and sending

Key Teaching Points

Ready position with hands at waist height and on balls of feet
Eyes must track the ball throughout its movement
Move whole body in line with ball rather than reaching with arms
Send balls with control and accuracy rather than power
Encourage partners and maintain positive sportsmanship
Combine stopping and sending skills smoothly in sequence
Apply techniques consistently under competitive pressure

Common Misconceptions

Students think power is more important than accuracy when sending - emphasise controlled placement
Children reach with arms instead of moving feet - demonstrate whole body movement
Assumption that speed equals success - reinforce that technique and teamwork win competitions
Believing they should look at goals while sending - teach to watch ball throughout movement
Thinking ready position means standing still - show active, bouncing preparation stance

SEN Adaptations

ADHD

Include regular movement breaks, use shorter activity segments, provide clear visual boundaries and expectations

dyspraxia

Break down movements into smaller steps, use larger equipment, allow extra practice time, provide additional demonstrations

autism spectrum

Provide clear visual schedule of activities, allow processing time between instructions, offer quiet space if overwhelmed

visual impairment

Use brightly coloured balls with bells inside, provide verbal descriptions of ball position, pair with sighted partner for guidance

hearing impairment

Use visual demonstrations and hand signals, ensure student can see teacher clearly, provide written instruction cards

physical disability

Adapt to seated position if needed, use larger balls for easier handling, modify goals to appropriate height

Cross-Curricular Links

English

Following multi-step instructions, using descriptive language to explain techniques, listening skills during reflection

Maths

Counting successful passes and goals, measuring distances for activity setup, recognising patterns in ball movement

Science

Understanding forces in ball movement, friction affecting ball speed, body mechanics in stopping and sending

PSHE

Cooperation and teamwork skills, resilience when activities don't go as planned, celebrating others' successes

Teacher Guidance

Positioning

Move between working pairs to provide individual feedback, position for maximum class visibility during demonstrations

Observation Focus

Watch for correct ready position, tracking ball with eyes, smooth role transitions in partner work

Intervention Points

Step in when students not maintaining safe distances, technique breaking down under pressure, or negative interactions

Demonstration Notes

Use clear, exaggerated movements to show ready position, demonstrate both correct and incorrect techniques for comparison

Verbal Cues

•'Watch the ball with your eyes!'
•'Hands ready at waist height!'
•'Move your feet to get in line!'
•'Send with control, not power!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Dry, even surface suitable for running and stopping movements

Equipment Safety

Safety Checks

•Soft foam balls appropriate for age group
•Cones with rounded edges and stable base
•Regular equipment inspection for damage

Risk Management

Key Risks

•Collisions between students during movement activities
•Falls due to quick directional changes
•Ball strikes to face or body

Risk Mitigation

•Clear boundaries and adequate spacing between activities
•Emphasis on controlled movements rather than speed
•Soft balls only to minimise impact injuries
•Constant supervision during competitive activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working pairs
•Monitor spacing between groups during activities
•Watch for fatigue affecting safe movement

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or seek support