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Lesson 6 - Rolling and Stopping Skills Consolidation

Foundation Hand-Ball Skills Through Playful Precision

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Year 1

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Ball Skills

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45 min

Big Question

How can we use accurate rolling and stopping skills to outplay our opponents in games?

Learning Objectives

To consolidate accurate rolling skills towards targets
To develop stopping skills using hands and body positioning
To apply rolling and stopping skills in competitive game situations

Key Outcomes

Students will demonstrate improved accuracy when rolling balls towards targets
Students will show effective stopping techniques using the long barrier method
Students will apply tactical thinking in games by choosing where to aim

Equipment & Resources Required

Small Balls

1 per student (30)

Distributed around area perimeter for easy collection

Alternative: Bean bags, tennis balls, or soft play balls

Cones

15-20 cones

Set up as 'battleships' at opposite end of area

Alternative: Skittles, bottles, or other knockable targets

Markers

6 markers

Mark starting positions for each group

Alternative: Spot markers or chalk lines

Hoops

4 hoops

Two hoops on each side for ball collection

Alternative: Buckets or designated zones

Key Vocabulary

Rolling

Moving the ball along the ground using hands

Aiming

Looking at and pointing towards the target before rolling

Long Barrier

Using legs and body to create a wall to stop the ball

Target

The object or area we are trying to hit

Accuracy

Getting the ball to go exactly where we want it

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills
Simple rolling movements
Understanding of target concepts

Current Skills

Accurate rolling towards targets
Stopping balls using hands and body
Applying skills in game situations

Next Steps

Rolling with both hands for power
Advanced stopping techniques
Tactical game play in team situations

Milestone Indicators

Consistent accuracy when rolling

Quick body movement to intercept balls

Understanding of when to aim for different targets

Key Teaching Points

Always look at the target before rolling the ball
Use smooth underarm rolling action, not throwing
Long barrier technique requires side-on body position with legs together
Timing is crucial when fielders are present - wait for the right moment
Fair play and sportsmanship are as important as winning
Practice and patience lead to improvement in accuracy
Body positioning behind the ball helps with stopping effectiveness

Common Misconceptions

Students think throwing is the same as rolling - emphasise ground contact throughout
Children believe catching is more important than stopping - stress barrier safety
Assumption that power is more important than accuracy - demonstrate control benefits
Students think they must catch perfectly - show that stopping is the primary goal
Misconception that speed of play is most important - emphasise quality technique

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, immediate feedback on performance, movement breaks between explanations

dyspraxia

Larger equipment for easier handling, simplified instructions broken into steps, extra practice time for techniques

autism spectrum

Clear visual boundaries for zones, consistent routine and structure, quiet space available if needed

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of target positions, buddy system for guidance

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written or picture instructions available

physical disability

Seated rolling version available, use lighter balls, reduce distances, provide physical support as needed

Cross-Curricular Links

Maths

Counting targets hit and scores, measuring distances between markers and targets, understanding angles of rolling

Science

Forces in rolling balls, friction between ball and surface, momentum and stopping

Geography

Directions and spatial awareness, mapping movement patterns, understanding zones and boundaries

PSHE

Teamwork and cooperation, managing emotions during competition, resilience when facing challenges

Teacher Guidance

Positioning

Stand at corner position for visibility of all groups, move actively between groups during games

Observation Focus

Watch for correct rolling technique, proper long barrier positioning, fair play and sportsmanship

Intervention Points

Step in if students show poor technique, unsafe behaviour, or negative attitudes towards teammates

Demonstration Notes

Use exaggerated movements for techniques, show both correct and incorrect examples, involve students in demonstrations

Verbal Cues

•'Look, point, roll!'
•'Side on, legs together!'
•'Wait for the right moment!'
•'Great sportsmanship!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m, clear of obstacles with safe boundaries

Surface Check

Dry, non-slip surface free from hazards, suitable for rolling balls

Equipment Safety

Safety Checks

•Check balls are appropriate size for Year 1 hands
•Ensure cones have no sharp edges or damage
•Verify hoops are stable and won't slip

Risk Management

Key Risks

•Collisions between students during active games
•Students slipping when collecting balls quickly
•Frustration leading to unsafe throwing of equipment

Risk Mitigation

•Clear boundaries and zones established and marked
•Emphasis on rolling not throwing throughout lesson
•Adequate spacing between groups during all activities
•Teacher positioning for maximum visibility and intervention

Supervision & Emergency Procedures

Supervision Points

•Position at corner of area for visibility of all groups
•Move between groups during active games
•Monitor student emotions and intervene if frustration builds

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, notify school office if required