Lesson 5 - Rolling for Accuracy and Control
Foundation Hand-Ball Skills Through Playful Precision
•Year 1
•Ball Skills
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How can we use accurate rolling to outplay our opponents?
Learning Objectives
- Develop accurate rolling technique with control towards targets
- Apply defensive stopping skills to prevent balls from passing
- Understand the importance of aiming and accuracy in competitive situations
Key Outcomes
- Students will demonstrate controlled rolling technique using opposite hand to stepping foot
- Students will successfully stop rolling balls using hands and body positioning
- Students will apply tactical thinking about where to aim for maximum effect
Equipment & Resources Required
Distributed around activity area perimeter
Alternative: Tennis balls, bean bags, foam balls
Three cones per student arranged in triangles
Alternative: Plastic bottles, skittles, bean bags
Used to mark 3-metre distances between partners
Alternative: Markers, spots
Key Vocabulary
Sending a ball along the ground using an underarm action
Sending the ball exactly where you want it to go
The object or area you are aiming at
Using hands and body to prevent the ball from passing
On balls of feet, hands out, watching the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and control
- Simple rolling movements
- Understanding of taking turns
Current Skills
- Accurate rolling towards targets
- Defensive stopping with hands
- Tactical awareness in competitive games
Next Steps
- Rolling with increased distance and precision
- Combined attacking and defending skills
- More complex target games
Milestone Indicators
Key Teaching Points
- Step forward with one foot when rolling for accuracy and power
- Use opposite hand to stepping foot for better balance and control
- Look at your target before rolling to improve accuracy
- Keep ball low to ground with smooth underarm release
- Ready position: on balls of feet, hands out, watching the ball
- Move your body in line with the ball when stopping it
- Take turns and play by the rules to make games fair and fun
Common Misconceptions
- Students think rolling harder always means more accurate - teach control over power
- Using same side hand and foot - demonstrate why opposite coordination works better
- Focusing only on attack in battleships - emphasise defensive positioning skills
- Believing luck determines success - highlight technique and practice importance
- Thinking games are only about winning - emphasise skill development and fun
SEN Adaptations
ADHD
- Clear boundaries and expectations, frequent positive reinforcement, movement breaks built into activities
dyspraxia
- Larger equipment, simplified technique focus, extra practice time, clear step-by-step breakdowns
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet practice area available, predictable game rules
visual impairment
- Use bright coloured balls and cones, provide verbal descriptions of distances and positions, allow closer positioning
hearing impairment
- Use clear visual demonstrations, hand signals for starting and stopping, visual cue cards for rules
physical disability
- Seated rolling variations, larger targets, reduced distances, adapted grips for balls if needed
Cross-Curricular Links
Maths
Counting battleships hit, measuring distances, understanding triangle and line formations, basic addition and subtraction of scores
Science
Forces and motion in ball rolling, friction between ball and floor, trajectory and accuracy concepts
Geography
Spatial awareness, direction and positioning, understanding of distance and measurement
PSHE
Turn-taking, fair play, resilience when missing targets, celebrating others' success
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, central position for demonstrations and instructions
Observation Focus
Watch for correct stepping technique, accuracy improvement, and positive interactions between partners
Intervention Points
Step in if students are rolling too hard, not following turn-taking rules, or showing poor sportsmanship
Demonstration Notes
Always demonstrate stepping technique slowly and clearly, emphasise smooth ball release, show both left and right-handed options
Verbal Cues
- •'Step and roll!'
- •'Look at your target first!'
- •'Opposite hand to stepping foot!'
- •'Ready position behind your battleships!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles, suitable for rolling balls
Surface Check
Even, dry surface free from hazards that could trip students or affect ball rolling
Equipment Safety
Safety Checks
- •Check balls are appropriate size and inflation
- •Ensure cones have no sharp edges or damage
- •Verify adequate quantity to avoid sharing disputes
Risk Management
Key Risks
- •Collisions during ball retrieval
- •Slips when moving quickly to stop balls
- •Overenthusiastic rolling causing balls to hit others
Risk Mitigation
- •Clear boundaries and rolling directions established
- •Adequate spacing between pairs (minimum 3 metres)
- •Controlled rolling speeds emphasised throughout
- •Clear signals for stopping and starting activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs simultaneously
- •Monitor energy levels and competitive behaviour
- •Watch for proper technique to prevent strain
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid or support