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Lesson 3 - Moving to Receive and Return

Ball Skills & Teamwork

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Year 1

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Sending and Receiving

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45 min

Big Question

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

Soft Dodgeballs

15 (1 per pair)

Various colours if available for Three Ball Challenge

Alternative: Bean bags, foam balls, soft tennis balls

Cones

20-30

Used as improvised nets and boundary markers

Alternative: Markers, bean bags, small equipment

Tennis Balls

15 each of red and green

For Three Ball Challenge activity

Alternative: Any coloured balls that are safe for Year 1

Softballs

Lightest balls for easiest handling

Alternative: Soft playground balls

Rackets

Age-appropriate size for Year 1 students

Alternative: Table tennis bats, hands only

Benches

4-6

For extension activities as higher 'nets'

Alternative: Ropes between cones, chalk lines

Key Vocabulary

Receive

To catch, stop or control a ball coming towards you

Return

To send the ball back to your partner after receiving it

Ready position

Standing on toes with knees bent, facing forward and alert

Body positioning

Moving your body to get behind or in line with the ball

Intercept

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

Consistently moves towards incoming balls

Shows good body positioning behind the ball

Uses different techniques to return balls

Demonstrates understanding of ready position

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