Lesson 5 - Stopping and Combining Skills
Foundation Hand-Ball Control and Tactical Awareness
•Year 1
•Ball Skills
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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
Distributed around activity area perimeter for easy access
Alternative: Bean bags, tennis balls, playground balls
Set up as goals and gates throughout playing area
Alternative: Plastic bottles, markers, hoops
Create clear boundaries and starting positions
Alternative: Rope, chalk lines, tape
Help identify partners and teams during activities
Alternative: Different coloured cones to hold
Key Vocabulary
Using hands to prevent a ball from moving past you
Rolling or pushing a ball towards a target with control
The specific place where we aim our ball
Standing on balls of feet with hands prepared to stop the ball
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
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