Lesson 2 - Hitting and Sending with Hands
Ball Skills & Teamwork
•Year 1
•Sending and Receiving
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How can we use our hands like tools to send a ball exactly where we want it to go?
Learning Objectives
- Explore different ways to hit a ball using hands in various directions
- Practice sending a ball accurately to a partner using hand striking techniques
- Develop hand-eye coordination through hitting activities with targets
Key Outcomes
- Students will demonstrate at least 3 different ways to hit a ball with their hands
- Students will successfully send a ball to a partner using appropriate force and direction
- Students will work cooperatively in teams to hit balls towards targets
Equipment & Resources Required
Pre-distributed around hall perimeter for easy collection
Alternative: Bean bags, balloons, beach balls for slower practice
Placed 2-3 metres apart for partner activities
Alternative: Markers, spots, or painted lines on floor
Scattered in scoring zone, various distances from hitting line
Alternative: Large targets drawn with chalk, rope circles
Held by teacher for warm-up activity signals
Alternative: Coloured cards, flags, or hand signals
Available for students ready for equipment progression
Alternative: Large spoons, ping pong paddles, foam paddles
Key Vocabulary
Hitting the ball with your hand or a racquet
Throwing or dropping the ball to yourself before hitting it
Continuing the hitting motion after contact with the ball
The area or object you are aiming to hit with the ball
The path the ball travels through the air
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing skills from previous lessons
- Understanding of personal space and safety around others
- Ability to follow simple instructions and work with a partner
Current Skills
- Hand striking techniques with different trajectories
- Self-feeding skills for independent practice
- Target hitting with increasing accuracy and distance
Next Steps
- Introduction to simple racquet sports techniques
- More complex target games with scoring systems
- Competitive sending and receiving activities
Milestone Indicators
Key Teaching Points
- Firm hand contact with follow-through is essential for accurate hitting
- Self-feeding technique (gentle toss close to body) enables consistent striking
- Eye tracking of the ball from feed through contact improves accuracy
- Force control adapts to different distances and target types
- Spatial awareness prevents collisions during active movement and hitting
- Partner cooperation and communication enhance learning for both students
- Progressive challenge building from simple to complex develops confidence
Common Misconceptions
- Using fingers instead of firm, flat hand for striking - demonstrate proper hand position
- Self-feeding too high or far from body making timing difficult - show close, gentle toss
- Hitting with same force regardless of distance - demonstrate adjusting power for targets
- Looking away from ball during contact - emphasise keeping eyes on ball throughout
- Thinking accuracy is more important than technique - explain technique leads to accuracy
- Believing harder hits are always better - show how control creates better results
SEN Adaptations
ADHD
- Shorter activity segments, clear movement boundaries, regular position changes, fidget balls for waiting times
dyspraxia
- Larger, slower-moving balls, extended practice time, simplified movement patterns, extra demonstrations
autism spectrum
- Clear routine structure, visual activity schedule, quiet zones available, predictable partner arrangements
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of target locations, use buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, visual cues for activity changes
physical disability
- Seated hitting variations, larger balls or balloons, shorter distances to targets, modified equipment as needed
Cross-Curricular Links
Maths
Measuring distances between partners and targets, counting collected hoops and calculating team scores, estimating trajectory angles
Science
Understanding forces applied to balls, exploring how different forces create different movements, observing cause and effect in ball striking
Geography
Using directional language (toward, away, left, right), understanding spatial relationships and positioning
PSHE
Developing cooperation and communication skills, showing resilience when missing targets, celebrating others' successes
Teacher Guidance
Positioning
Central position during whole-group instruction, circulating during pair/team work for individual support
Observation Focus
Hand contact with ball and follow-through technique; Spatial awareness and safe movement around others; Partner cooperation and communication quality; Progression in accuracy and force control
Intervention Points
["Step in when students are hitting too hard or unsafely", "Support pairs who are struggling with cooperation", "Provide individual technique guidance for students not making contact", "Mediate any team disputes during competitive game"]
Demonstration Notes
Use exaggerated movements for clarity, involve students as partners in demonstrations, show common mistakes and corrections
Verbal Cues
- •'Firm hand, soft hit!'
- •'Eyes on the ball!'
- •'Follow through to your target!'
- •'Self-feed close to your body!'
- •'Find your space away from others!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m hall space, clear of obstacles and hazards
Surface Check
Non-slip, even surface free from water, equipment, or debris
Equipment Safety
Safety Checks
- •Soft balls only to prevent injury from impact
- •Cones placed securely with no sharp edges or cracks
- •Hoops checked for damage and placed flat on floor
- •Racquets/paddles inspected for secure handles and no rough edges
Risk Management
Key Risks
- •Ball impacts to face or body from partner hitting
- •Collisions between students during movement activities
- •Slips and falls when collecting equipment or running to targets
- •Equipment entanglement when students move quickly
Risk Mitigation
- •Adequate spacing maintained between all pairs and teams
- •Clear boundaries established for all activities
- •Progressive skill building from simple to complex tasks
- •Constant supervision with teacher positioned for maximum visibility
- •Emergency stop signal established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during scattered activities
- •Move between pairs during partner work to check safety
- •Monitor high-activity areas during competitive game
- •Watch for students moving too close to others during hitting practice
Emergency Procedures
Immediate stop signal, assess injury, first aid as needed, contact office if required