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Lesson 4 - Stopping a Ball with Hands

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 become ball-stopping heroes who never let the ball escape?

Learning Objectives

To explore different ways of stopping a rolling ball using hands
To develop ready position and tracking skills for ball control
To apply stopping skills accurately in a game situation

Key Outcomes

Students will demonstrate at least two different ways to stop a rolling ball with their hands
Students will show improved ready position and ball tracking during partner activities
Students will successfully apply stopping skills in the Racing Rounders game

Equipment & Resources Required

Balls

1 per pair (15)

Distributed around activity areas

Alternative: Tennis balls, foam balls, bean bags

Cones

For gates and base marking in games

Alternative: Markers, spot markers, playground chalk

Bibs

To identify teams in Racing Rounders

Alternative: Different coloured equipment, team cards

Key Vocabulary

Stopping

Using our hands and body to prevent the ball from rolling past us

Ready Position

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

Tracking

Watching the ball carefully with our eyes from start to finish

Long Barrier

A technique where we use our legs and body as a wall behind our hands

Accurate Rolling

Sending the ball directly to where our partner can easily stop it

Skill Progression Pathway

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

Prior Learning

Basic ball handling and rolling from previous lessons
Understanding of personal space and movement
Simple partner cooperation skills

Current Skills

Stopping rolling balls with hands
Ready position and ball tracking
Long barrier technique introduction
Accurate rolling to targets

Next Steps

Catching balls at different heights
Combining stopping and sending skills in games
More complex fielding techniques

Milestone Indicators

Consistent ready position before ball arrives

Eyes tracking ball throughout its movement

Successful stops without ball escaping

Smooth transition from stopping to sending

Key Teaching Points

Ready position is crucial - on balls of feet, slight knee bend, hands prepared
Eyes must track the ball from sender to receiver throughout
Hands reach forward to meet the ball, don't wait for it to arrive
Long barrier provides backup safety - hands first, body as barrier behind
Gentle, accurate rolling helps partners succeed and builds team success
Encourage effort and improvement, not just successful stops
Connect learning to real sports where stopping skills matter

Common Misconceptions

Students think they should wait for ball to reach them rather than moving hands to meet it
Belief that hard/fast rolling is better - emphasise control and accuracy
Assumption that long barrier means using leg instead of hands - clarify it's a backup system
Thinking that looking away briefly doesn't matter - stress continuous ball tracking
Misconception that only successful stops matter - celebrate good technique even if ball escapes

SEN Adaptations

ADHD

Shorter activity segments, clear physical boundaries, regular positive feedback, movement breaks incorporated

dyspraxia

Slower ball speeds, larger balls, extra practice time, step-by-step instruction breakdown, visual cues for positioning

autism spectrum

Clear visual schedule of activities, consistent routines, quiet practice space if needed, advance warning of transitions

visual impairment

Use bright coloured balls, sound-making balls if available, verbal descriptions of ball position, tactile guidance for long barrier position

hearing impairment

Clear visual demonstrations, use hand signals for start/stop, written instruction cards, peer buddy system

physical disability

Seated stopping practice, larger target areas, modified long barrier from chair, adapted equipment as needed

Cross-Curricular Links

English

Following multi-step instructions, using descriptive vocabulary (gentle, accurate, ready)

Maths

Counting successful stops, measuring distances between cones, shapes (pentagon in game)

Science

Forces needed to stop moving objects, gravity affecting ball movement, balance and stability

PSHE

Taking turns, encouraging others, resilience when making mistakes, teamwork

Teacher Guidance

Positioning

Move around groups during practice, central position for demonstrations and instructions

Observation Focus

Watch for ready position, ball tracking with eyes, safe long barrier technique

Intervention Points

Step in if students not taking turns, unsafe practice, or losing focus

Demonstration Notes

Use slow, exaggerated movements for ready position and long barrier. Show mistakes and corrections clearly.

Verbal Cues

•'Ready position!'
•'Detective eyes on the ball!'
•'Hands forward to meet the ball!'
•'Gentle rolling to help your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Indoor hall minimum 15m x 20m or outdoor playground area of similar size

Surface Check

Non-slip surface, free from obstacles, suitable for kneeling during long barrier practice

Equipment Safety

Safety Checks

•Check balls are not over-inflated
•Ensure cones have no sharp edges or cracks
•Beanbags properly filled with no tears

Risk Management

Key Risks

•Collisions between students during movement
•Slips when moving to stop balls
•Minor impacts from balls

Risk Mitigation

•Clear spacing between pairs and groups
•Gentle rolling only, no hard throwing
•Walking pace in games, no running
•Teach proper kneeling technique for long barrier

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during games
•Monitor for correct techniques to prevent injury
•Watch for students who may need additional support

Emergency Procedures

Stop activity immediately if injury occurs, appropriate first aid, rest and assess before continuation