Lesson 4 - Ball Bouncing and Control Skills
Ball Handling Basics
•Year 1
•Invasion Games
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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
Distributed around activity area perimeter, properly inflated
Alternative: Large tennis balls, netballs for smaller hands
Used for boundaries, turning points, and zig-zag courses
Alternative: Spots, markers, or bean bags
Scattered throughout playing area for octopus game
Alternative: Chalk circles, rope circles, or spots
For team positions and starting points
Alternative: Small cones, chalk marks
Key Vocabulary
Pushing the ball down with two hands using fingers
Bouncing the ball continuously with one hand while moving
Catching the ball with both hands at the sides
Keeping the ball close and under your command
Moving towards a target or trying to score
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
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