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Lesson 3 - Bouncing and Passing Control

Game Skills & Tactics

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Year 1

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Invasion Games

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45 min

Big Question

How can we control the ball with bouncing to help our team get closer to score?

Learning Objectives

To bounce a ball with control to self using fingers rather than palms
To begin bouncing passes to a partner at the correct height
To apply bouncing skills in a 2 vs 1 attacking game situation

Key Outcomes

Students will demonstrate controlled bouncing to themselves with improved technique
Students will attempt bouncing passes to partners with growing accuracy
Students will use bouncing skills strategically in small-sided games

Equipment & Resources Required

Game Balls

1 per student (30)

Distribute different ball types around activity areas

Alternative: Mix of small balls, large balls, different shaped balls, soft balls

Hoops

6-8

Position hoops approximately 5 metres from starting positions

Alternative: Cones to mark target zones, chalk circles

Cones

Define activity boundaries and target areas

Alternative: Markers or bean bags

Key Vocabulary

Dribbling

Bouncing the ball continuously while moving

Bounce pass

Passing the ball to a teammate by bouncing it on the ground

Fingertips

The ends of your fingers used for better ball control

Intercept

To catch or stop the ball before it reaches the other team

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching
Simple throwing and receiving
Following basic movement commands

Current Skills

Controlled bouncing to self using fingertips
Bouncing passes to partners
Basic dribbling while moving
Simple attacking strategies

Next Steps

Bouncing with non-dominant hand
Bouncing passes while moving
More complex 3v2 attacking scenarios

Milestone Indicators

Consistent fingertip control when bouncing

Ball bounces reach partner's waist height

Can maintain control while under defensive pressure

Key Teaching Points

Always use fingertips rather than palms for better ball control
Bounce passes should land halfway between partners at waist height
Students cannot move with ball in hands but can move while dribbling
Encourage problem-solving when trying different types of equipment
Emphasise teamwork and communication during attacking strategies
Focus on improvement and effort rather than perfection
Maintain safety through controlled movements and spatial awareness

Common Misconceptions

Using palms instead of fingertips reduces control - demonstrate the difference clearly
Thinking harder bouncing always equals better passing - show gentle control is more effective
Believing only one type of ball works for bouncing - explore various equipment properties
Assuming you must always pass in attack games - teach value of individual dribbling skills
Thinking defensive players should stand still - encourage active intercepting movement

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, offer leadership roles and extra encouragement

dyspraxia

Use larger equipment for easier handling, provide extra practice time, break skills down into smaller steps, offer adult support

autism spectrum

Provide clear structure with visual timetable, offer quiet space if overwhelmed, use consistent routine and familiar equipment

visual impairment

Use brightly coloured balls with high contrast, provide verbal descriptions of demonstrations, assign sighted buddy for spatial guidance

hearing impairment

Use clear visual demonstrations and hand signals, provide written instruction cards, ensure student can see teacher's face when speaking

physical disability

Provide seated bouncing options, use larger lighter balls, modify distances and targets as needed, allow rolling instead of bouncing

Cross-Curricular Links

English

Developing vocabulary to describe movement and equipment, communication during teamwork

Maths

Counting bounces, measuring distances between partners, recognising different ball shapes (spheres)

Science

Understanding forces and motion through bouncing, exploring material properties of different balls

PSHE

Cooperation and teamwork, managing frustration when skills are challenging, celebrating others' success

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally during demonstrations

Observation Focus

Watch for fingertip control, spatial awareness, teamwork, and tactical understanding

Intervention Points

Step in if bouncing technique needs correction, if games become uncontrolled, or if students need encouragement

Demonstration Notes

Always demonstrate with exaggerated movements for visibility, involve students in demonstrations when possible

Verbal Cues

•'Fingertips like spider legs!'
•'Bounce halfway to your partner!'
•'Gentle control, not hard power!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space or playground area minimum 15m x 20m with clear boundaries

Surface Check

Non-slip surface free from obstacles, suitable for ball bouncing activities

Equipment Safety

Safety Checks

•Check all balls are properly inflated and not damaged
•Ensure hoops are stable and positioned safely
•Remove any hard or inappropriate balls for Year 1 students

Risk Management

Key Risks

•Collisions during movement activities
•Balls bouncing into faces or other students
•Slips during dribbling or chasing activities

Risk Mitigation

•Establish clear boundaries and spacing guidelines
•Emphasise controlled movements and awareness of others
•Use appropriate sized equipment for age group
•Regular reminders about safe ball handling

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during games
•Monitor spacing during partner and group activities
•Watch for appropriate force during bouncing activities

Emergency Procedures

Stop signal established, immediate first aid access, clear evacuation route identified