Lesson 3 - Rolling and Sliding Accuracy
Attack & Defence Basics
•Year 1
•Invasion Games
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How can we control and aim our balls accurately when rolling or sliding them to targets?
Learning Objectives
- Experiment with different ways to send a ball or beanbag accurately
- Develop rolling and sliding techniques with improved accuracy
- Apply step forward technique with correct foot when rolling
Key Outcomes
- Students will demonstrate at least 3 different ways to roll or slide objects
- Students will accurately roll a ball to a partner from 2 metres away
- Students will show understanding of accuracy and distance relationship
Equipment & Resources Required
Place different types in each corner for selection
Alternative: Beanbags, soft play balls, tennis balls
Teacher holds these for traffic light activity
Alternative: Coloured cards, coloured bibs on poles
Set up at end of lanes for Activity 2
Alternative: Skittles, plastic bottles, small cones
Use as lane bumpers for extension
Alternative: Pool noodles, rope boundaries
Key Vocabulary
Moving the ball along the ground in a smooth, controlled way
Pushing the ball smoothly along the ground with an underarm action
Hitting exactly where you aim
Moving opposite foot forward as you release the ball
Something we aim for
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and control from Lesson 1
- Understanding of simple movement patterns
- Ability to follow simple instructions and take turns
Current Skills
- Rolling and sliding with accuracy
- Stepping forward with correct foot
- Experimenting with different objects and techniques
Next Steps
- Applying rolling skills in games
- Defending and intercepting rolling balls
- Combining rolling with movement and positioning
Milestone Indicators
Key Teaching Points
- Step forward with opposite foot when rolling for power and accuracy
- Keep ball low to ground - rolling not throwing movements
- Accuracy decreases with distance - adjust force accordingly
- Different equipment requires different techniques and force
- Safety first - gentle movements and awareness of others
- Encourage experimentation and celebrate all attempts
- Use targets and games to make skill practice engaging
Common Misconceptions
- Thinking harder rolling is always better - teach control and appropriate force
- Believing all balls roll the same way - explore different shapes and weights
- Assuming accuracy comes naturally - emphasise practice and technique
- Thinking rolling is just pushing - teach stepping and follow-through
- Expecting immediate success - normalise learning process and improvement
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular movement breaks, simple instructions
dyspraxia
- Larger equipment for easier handling, simplified movement patterns, extra practice time, step-by-step demonstrations
autism spectrum
- Clear routine structure, visual schedule of activities, quiet spaces available if needed
visual impairment
- Use brightly coloured balls and targets, provide verbal descriptions of layout, buddy system for guidance
hearing impairment
- Use visual demonstrations, hand signals for instructions, written activity cards with pictures
physical disability
- Seated rolling variations, modified distances, lightweight equipment, ramps for wheelchair users
Cross-Curricular Links
Maths
Counting scores in bowling, measuring distances between partners, recognising patterns in accuracy
Science
Forces and motion - why harder rolling goes further, friction between ball and floor
Geography
Directional language - forwards, backwards, left, right when aiming
PSHE
Taking turns, encouraging others, dealing with frustration when missing targets
Teacher Guidance
Positioning
Central during warm-up for visibility, circulating during skill work, strategic placement during bowling for safety
Observation Focus
Watch for correct stepping technique, accuracy improvement, safe equipment handling, positive partner interaction
Intervention Points
Step in if rolling becomes throwing, if students frustrated with accuracy, if unsafe equipment retrieval observed
Demonstration Notes
Use exaggerated movements for clarity, compare good and less effective techniques, involve students in demonstrations when appropriate
Verbal Cues
- •'Step forward with opposite foot'
- •'Gentle rolling, keep ball on ground'
- •'Aim for the middle of target'
- •'Remember what worked last time'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m, clear of obstacles and hazards
Surface Check
Dry, non-slip surface free from debris, adequate cushioning for floor sitting
Equipment Safety
Safety Checks
- •Check balls are properly inflated and undamaged
- •Ensure targets are stable and not breakable
- •Inspect beanbags for tears or loose filling
Risk Management
Key Risks
- •Collisions between moving students
- •Equipment causing trips or slips
- •Overenthusiastic throwing instead of rolling
Risk Mitigation
- •Clear boundaries and designated movement areas
- •Emphasise gentle rolling, not throwing
- •Adequate spacing between pairs and activities
- •Regular equipment checks and safe storage
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during warm-up
- •Circulate during partner work to monitor technique
- •Station at bowling lanes to ensure safe retrieval
Emergency Procedures
Stop activity immediately with clear signal, assess any incidents, apply first aid if needed, contact office if required