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Lesson 4 - Partner Sending and Receiving

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 we work together as partners to send and receive objects successfully?

Learning Objectives

Work with a partner to receive and return objects to score points against the opposition
Describe how you work with a partner to receive and return successfully
Work as part of a team to score points using tactical awareness

Key Outcomes

Students will demonstrate partner cooperation in sending and receiving activities
Students will communicate effectively with partners during competitive games
Students will apply tactical thinking to score points in team situations

Equipment & Resources Required

Balls

1 per pair (15)

One beanbag positioned at centre of each court

Alternative: Soft balls, foam balls, bean bags of different sizes

Cones

20-30

Mark court boundaries and backlines clearly

Alternative: Markers, spots, rope

Bibs

15 (half the class)

Help identify partners and teams quickly

Alternative: Different coloured equipment to distinguish teams

Key Vocabulary

Partner

Someone you work closely with as a team to achieve a goal

Defend

To protect your area by stopping the object from getting past you

Backline

The line behind you that opponents try to get the object over to score

Tactics

Smart plans about where to aim and how to work together

Transition

Changing quickly from sending to defending or defending to sending

Skill Progression Pathway

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

Prior Learning

Basic sending skills (rolling, sliding) with beanbags
Understanding of personal space and movement
Simple defensive positioning

Current Skills

Partner cooperation in sending and receiving
Tactical awareness of where to aim
Quick transitions between attacking and defending roles

Next Steps

Team games with larger groups
More complex tactical decisions
Introduction of different equipment and techniques

Milestone Indicators

Consistent communication with partner

Quick role transitions without confusion

Deliberate tactical choices when sending

Key Teaching Points

Partner cooperation is more important than individual skill in these games
Quick, smooth transitions between sending and defending roles are crucial for success
Tactical thinking about where to aim creates more scoring opportunities than random attempts
Communication between partners should happen before, during, and after each attempt
Good sportsmanship includes celebrating partner successes and learning from unsuccessful attempts
Defensive positioning requires alertness and readiness to move as soon as partner has sent
Equal participation ensures all team members develop skills and contribute to success

Common Misconceptions

Thinking that throwing is better than sliding - emphasise control and accuracy over power
Believing that individual skill is more important than partnership - reinforce teamwork focus
Assuming that aiming for the same spot repeatedly is effective - encourage tactical variety
Expecting immediate success without practice - emphasise learning process and improvement
Thinking that winning is the only measure of success - celebrate good partnership and tactics

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear role definitions, use movement breaks between games

dyspraxia

Use larger equipment for easier handling, reduce complexity of role changes, allow extra practice time for skill development

autism spectrum

Provide clear visual schedule of activities, allow preferred partnerships when possible, create quiet zones if needed

visual impairment

Use brightly coloured beanbags, provide tactile court boundary markers, pair with sighted partner for guidance

hearing impairment

Use visual signals for game start/stop, demonstrate all instructions clearly, ensure partner can communicate through gestures

physical disability

Adapt to seated play where appropriate, use larger/softer equipment, modify court sizes for accessibility

Cross-Curricular Links

English

Partner communication skills, tactical vocabulary development, giving and receiving instructions clearly

Maths

Counting scores to 3, measuring court distances, angles of sending beanbags, tracking win/loss statistics

Science

Forces in sliding motion, friction between beanbag and surface, trajectory and aim

Geography

Spatial awareness, court positioning, understanding of boundaries and areas

PSHE

Partnership skills, cooperation, dealing with winning and losing, supporting teammates

Teacher Guidance

Positioning

Move between courts to observe all partnerships, position at court corners for maximum visibility

Observation Focus

Watch for partnership cooperation, tactical decision-making, and safe sliding technique

Intervention Points

Step in if partnerships are struggling with role transitions or if competitive intensity becomes inappropriate

Demonstration Notes

Use student partnerships for demonstrations when possible, emphasise smooth role changes and tactical thinking

Verbal Cues

•'Remember to slide, don't throw!'
•'Talk to your partner about where to aim!'
•'Quick transition - as soon as you send, move aside!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 25m area with multiple court setups, clear boundaries marked

Surface Check

Dry, even surface free from hazards, non-slip playing area essential

Equipment Safety

Safety Checks

•Check beanbags are intact with no loose filling
•Cones placed safely with rounded edges
•Equipment stored safely when not in use

Risk Management

Key Risks

•Students colliding during quick role transitions
•Slipping while moving to intercept beanbags
•Over-competitive behaviour leading to unsafe play

Risk Mitigation

•Clear court boundaries with adequate spacing between games
•Emphasis on controlled sliding technique (no throwing)
•Progressive skill building from simple to complex
•Clear rules about contact and safe play

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all courts simultaneously
•Monitor transition areas where role changes occur
•Watch for appropriate competitive intensity

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek additional support as needed