Lesson 3 - Moving to Receive and Return
Ball Skills & Teamwork
•Year 1
•Sending and Receiving
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can I position my body to successfully receive and return a ball to my partner?
Learning Objectives
- Move position to get in line with a ball to return it
- Get into positions to return balls to partners
- Use a variety of return responses with hands and feet
Key Outcomes
- Students will demonstrate movement towards balls to receive them
- Students will show different techniques for returning balls to partners
- Students will understand the importance of body positioning when receiving
Equipment & Resources Required
Various colours if available for Three Ball Challenge
Alternative: Bean bags, foam balls, soft tennis balls
Used as improvised nets and boundary markers
Alternative: Markers, bean bags, small equipment
For Three Ball Challenge activity
Alternative: Any coloured balls that are safe for Year 1
Lightest balls for easiest handling
Alternative: Soft playground balls
Age-appropriate size for Year 1 students
Alternative: Table tennis bats, hands only
For extension activities as higher 'nets'
Alternative: Ropes between cones, chalk lines
Key Vocabulary
To catch, stop or control a ball coming towards you
To send the ball back to your partner after receiving it
Standing on toes with knees bent, facing forward and alert
Moving your body to get behind or in line with the ball
To stop or catch the ball before it goes past you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of personal space
- Simple ball handling techniques from previous lessons
Current Skills
- Moving to receive balls
- Positioning body behind the ball
- Using different body parts to return balls
- Coordinating with a partner
Next Steps
- More complex sending and receiving patterns
- Introduction to simple racquet work
- Game situations with rules and scoring
Milestone Indicators
Key Teaching Points
- Ready position is fundamental - weight on toes, knees bent, eyes forward, arms ready
- Movement to the ball is more important than reaching - move feet first, body follows
- Safety through gentle force - emphasise controlled movements throughout all activities
- Body positioning behind the ball creates success in receiving and returning
- Partner cooperation enhances learning - encourage supportive communication
- Different return responses develop versatility and decision-making skills
- Progressive skill building from throwing to hitting builds confidence
Common Misconceptions
- Standing still and reaching for balls instead of moving feet to get in position
- Throwing or hitting too hard thinking it improves success - emphasise control over power
- Trying to catch every ball instead of following activity-specific response rules
- Thinking ready position means standing upright and still - show active readiness
- Believing faster is better - emphasise technique and accuracy over speed
SEN Adaptations
ADHD
- Short activity bursts with regular breaks, clear physical boundaries, use of visual cues, provide movement breaks between explanations
dyspraxia
- Break down movements into smaller steps, use larger equipment, allow extra practice time, provide physical prompts and support, reduce complexity
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet zones available, prepare for sensory needs, use social stories for partner work
visual impairment
- Use brightly coloured balls with high contrast, provide verbal descriptions of all movements, use bells in balls for audio cues, partner support system
hearing impairment
- Use clear visual demonstrations for all instructions, hand signals for start/stop, visual colour cards for Three Ball Challenge, maintain eye contact
physical disability
- Seated versions of activities, use larger lighter balls, reduce distances, allow ball to roll rather than bounce, wheelchair accessible spaces
Cross-Curricular Links
English
Following and giving instructions, using descriptive language for movement and body parts, communication during partner work
Maths
Counting throws and catches, measuring distances for equipment setup, understanding of patterns in Three Ball Challenge sequence
Science
Forces and motion when balls bounce and roll, understanding gravity's effect on ball trajectory, observation and prediction skills
PSHE
Cooperation and teamwork with partners, building confidence through success, supporting others' learning and development
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, position at corners for maximum visibility, avoid standing in middle of activities
Observation Focus
Movement quality and safety; Partner cooperation and communication; Correct technique for receiving and returning; Understanding of ready position
Intervention Points
["When throwing/hitting becomes too forceful", "If students struggle with ready position", "When partner cooperation breaks down", "If understanding of colour responses is unclear"]
Demonstration Notes
Always demonstrate with a student volunteer, exaggerate key teaching points for visibility, show both correct and incorrect examples for clarity, maintain enthusiastic and encouraging tone
Verbal Cues
- •'Move your feet to get behind the ball'
- •'Ready position - on your toes, knees bent'
- •'Gentle throws only - we want to help our partner succeed'
- •'Eyes on the ball'
- •'Support your partner'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size 15m x 12m, clear of obstacles, adequate ceiling height for ball throws
Surface Check
Non-slip hall surface, check for any wet areas or debris, ensure adequate friction for movement
Equipment Safety
Safety Checks
- •All balls must be soft - no hard tennis balls
- •Check cones have no sharp edges or cracks
- •Racquets appropriate size for Year 1 (if used)
- •Equipment distributed safely around perimeter
Risk Management
Key Risks
- •Slips and falls during movement activities
- •Ball strikes to face or head
- •Collisions between pairs
- •Overexertion during activities
- •Trip hazards from equipment
Risk Mitigation
- •Clear boundaries established with adequate spacing between pairs
- •Emphasis on gentle throws and controlled movements throughout
- •Soft balls only policy strictly enforced
- •Constant supervision and positioning for maximum visibility
- •Regular safety reminders during activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs simultaneously
- •Monitor throwing force and technique closely
- •Watch for signs of overexcitement or unsafe play
- •Ensure adequate spacing maintained throughout lesson
Emergency Procedures
Stop all activity immediately on safety concern, assess injury/situation, apply first aid if qualified, contact office/medical support as needed, document any incidents