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Lesson 4 - Ball Bouncing and Control Skills

Ball Handling Basics

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Year 1

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Invasion Games

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45 min

Big Question

How can I keep a ball under control while moving and make smart choices to avoid being caught?

Learning Objectives

To develop bouncing and dribbling skills with hands using proper technique
To understand basic attacking and defending principles in invasion games
To move safely whilst maintaining ball control in various game situations

Key Outcomes

Students will demonstrate controlled ball bouncing using fingers to push down
Students will show awareness of space and others while moving with a ball
Students will identify simple attacking and defending strategies

Equipment & Resources Required

Balls

1 per student (30)

Distributed around activity area perimeter, properly inflated

Alternative: Large tennis balls, netballs for smaller hands

Coloured Cones

20-25

Used for boundaries, turning points, and zig-zag courses

Alternative: Spots, markers, or bean bags

Hoops

15 (half class)

Scattered throughout playing area for octopus game

Alternative: Chalk circles, rope circles, or spots

Cones

For team positions and starting points

Alternative: Small cones, chalk marks

Key Vocabulary

Bounce

Pushing the ball down with two hands using fingers

Dribble

Bouncing the ball continuously with one hand while moving

Gather

Catching the ball with both hands at the sides

Control

Keeping the ball close and under your command

Attacking

Moving towards a target or trying to score

Defending

Protecting your area or stopping opponents

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills
Understanding of personal space
Following simple game rules

Current Skills

Two-handed ball bouncing technique
Ball control while moving
Basic attacking and defending concepts

Next Steps

One-handed dribbling skills
More complex invasion game strategies
Team-based attacking and defending

Milestone Indicators

Consistent ball bouncing without losing control

Ability to change direction while maintaining possession

Understanding of when to move towards or away from opponents

Key Teaching Points

Use fingers to push ball down, not palms - demonstrate with exaggerated finger movements
Ball should bounce to waist height for optimal control - show correct height consistently
Gather ball with hands on sides, never underneath - model proper hand positioning
Head up while moving to see space and avoid collisions - emphasise spatial awareness
Attacking means finding spaces away from defenders - teach strategic thinking
Defending requires good positioning and anticipation - demonstrate effective defensive stance
Control is more important than speed - reinforce throughout lesson

Common Misconceptions

Misconception: Bouncing and dribbling are the same thing. Correction: Bouncing uses both hands, dribbling uses one hand continuously
Misconception: Faster movement equals better play. Correction: Control and decision-making are more important than speed
Misconception: You can strike other balls anytime in King of Court. Correction: Your own ball must be bouncing to strike others
Misconception: Attacking means running straight at opponents. Correction: Attacking means finding spaces and avoiding defenders
Misconception: The winning team in games is most important. Correction: Good technique and sportsmanship matter most

SEN Adaptations

ADHD

Shorter activity bursts with clear boundaries, regular positive feedback, movement breaks between instructions

dyspraxia

Use larger balls for easier control, reduce complexity of movements, provide extra practice time for skills

autism spectrum

Provide clear routine structure, visual schedule of activities, quiet space available if needed, consistent rules

visual impairment

Use brightly coloured balls, provide verbal descriptions of spatial setup, pair with sighted buddy for games

hearing impairment

Use visual signals for direction changes, ensure face-to-face communication, provide written game rules

physical disability

Allow seated bouncing variations, use larger/lighter balls, adapt distances and modify rules as needed

Cross-Curricular Links

Maths

Counting bounces and ball collections, directional language (North, East, South, West), timing and number sequences

Science

Forces and motion in ball bouncing, understanding of gravity and rebound, body coordination and balance

Geography

Compass directions in NESW game, spatial awareness and mapping movement patterns around area

PSHE

Teamwork and cooperation, perseverance when skills are challenging, celebrating others' success and fair play

Teacher Guidance

Positioning

Position at corner or side of area for visibility of all students, move around during activities for individual feedback

Observation Focus

Watch for correct finger technique, spatial awareness, rule following, and attacking/defending understanding

Intervention Points

Step in if students struggling with ball control, not following safety rules, or showing poor sportsmanship

Demonstration Notes

Use clear, exaggerated movements for ball technique, involve students in demonstrations when showing good examples, video key moments for assessment evidence

Verbal Cues

•'Fingers push, not palms!'
•'Control first, then speed!'
•'Look for spaces to attack!'
•'Gather that ball in two hands!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area, suitable for 30 students with balls

Surface Check

Dry, even surface free from obstacles, adequate grip for movement activities

Equipment Safety

Safety Checks

•Check all balls are properly inflated - not over or under inflated
•Ensure cones have no sharp edges and are stable
•Hoops securely placed to prevent slipping

Risk Management

Key Risks

•Collisions between students during movement activities
•Falls when losing ball control at speed
•Ball strikes to head/body during games
•Trips over equipment or balls on ground

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing between students during all activities
•Progressive skill building from stationary to moving
•Light contact only rules in tagging games
•Controlled ball striking rules in King of Court

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas like game centres
•Watch for students exceeding their skill level
•Ensure eliminated players remain engaged safely

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, continue with adapted activity if safe