Lesson 3 - Bouncing and Passing Control
Game Skills & Tactics
•Year 1
•Invasion Games
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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
Distribute different ball types around activity areas
Alternative: Mix of small balls, large balls, different shaped balls, soft balls
Position hoops approximately 5 metres from starting positions
Alternative: Cones to mark target zones, chalk circles
Define activity boundaries and target areas
Alternative: Markers or bean bags
Key Vocabulary
Bouncing the ball continuously while moving
Passing the ball to a teammate by bouncing it on the ground
The ends of your fingers used for better ball control
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
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