Lesson 1 - Rolling and Defending
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 we use rolling skills to score and defend in games?
Learning Objectives
- To slide a beanbag/ball accurately towards a target or over an opponent's goal line
- To move effectively to defend and stop objects from crossing their goal line
- To explore and compare the properties of different objects for rolling and defending
Key Outcomes
- Students will demonstrate basic rolling technique with control and accuracy
- Students will show defensive movement skills by positioning their body behind the ball
- Students will identify which objects are easier to roll and defend with
Equipment & Resources Required
Various colours help with tracking and identification
Alternative: Small soft balls, foam balls
Slightly deflated for easier control
Alternative: Playground balls, foam balls size 4
Bright colours for visibility
Alternative: Tennis balls on cones, skittles
Clear visual boundaries for safety
Alternative: Chalk lines, tape, rope
Two contrasting colours
Alternative: Different coloured bands
Key Vocabulary
Moving a ball along the ground using a smooth pushing action
Trying to stop an object from crossing your goal line
The line you must defend or try to get the object over to score
Something you aim at when rolling
The lines that mark the edges of the playing area
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of boundaries and rules
- Ability to sit and follow simple instructions
- Basic hand-eye coordination skills
Current Skills
- Rolling technique with accuracy
- Defensive positioning and movement
- Object comparison and evaluation
Next Steps
- More complex rolling patterns
- Team-based sending and receiving games
- Using different body parts for sending
Milestone Indicators
Key Teaching Points
- Rolling technique: smooth underarm motion with follow-through pointing to target
- Defensive principle: get your whole body behind the ball, not just hands
- Object comparison: beanbags stop where they land, balls bounce and roll further
- Positional progression: sitting for control, kneeling for balance, standing for mobility
- Fair play: honest scoring, positive encouragement, respect for opponents
- Team tactics: balance between attacking and defending roles
- Safety awareness: stay in own area, controlled movements, equipment management
Common Misconceptions
- Throwing instead of rolling - reinforce smooth ground-level motion
- Only using hands to defend - emphasise whole body movement
- All objects behave the same - demonstrate differences through comparison
- Standing is always better - explain advantages of each position
- Only attacking wins games - show importance of defending too
- Individual play in team games - encourage communication and cooperation
- Equipment doesn't matter - highlight how different objects require technique adaptation
SEN Adaptations
ADHD
- Frequent activity changes, clear simple instructions, regular positive feedback, leadership roles to maintain engagement
dyspraxia
- Extra demonstration time, adult support for technique, larger equipment, reduced complexity of movements, celebrate effort over outcome
autism spectrum
- Clear visual boundaries, consistent routine structure, quiet space available if needed, advance warning of activity changes
visual impairment
- Use bright coloured balls and beanbags, provide verbal descriptions of setup, use sound cues like bell inside ball, buddy system for guidance
hearing impairment
- Use visual signals for start/stop, demonstrate all instructions clearly, position where student can see teacher's face, written instruction cards
physical disability
- Seated version throughout lesson, larger targets positioned closer, use of ramps for rolling if needed, adapted equipment like larger balls
Cross-Curricular Links
English
Descriptive vocabulary for movement, following and giving instructions, explaining preferences and reasoning
Maths
Counting goals scored, measuring distances between goal lines, comparing scores and statistics, basic addition when counting targets
Science
Forces and motion - understanding why balls roll further than beanbags, friction between objects and floor surface, energy transfer in rolling
PSHE
Cooperation and teamwork, dealing with winning and losing, encouraging others, taking turns fairly
Teacher Guidance
Positioning
Move around perimeter of area to observe all students, position centrally during demonstrations and explanations
Observation Focus
Watch for correct rolling technique, safe defensive movements, positive interaction between partners
Intervention Points
Step in if students not following safety rules, help with technique if struggling, mediate any disputes over scoring
Demonstration Notes
Always demonstrate techniques slowly first, then at normal speed. Use students as positive examples when possible.
Verbal Cues
- •'Smooth roll, not throw!'
- •'Get your body behind the ball!'
- •'Roll to the empty spaces!'
- •'Well done, great teamwork!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall minimum 15m x 10m, or outdoor area of similar size with firm, flat surface
Surface Check
Dry, clean surface free from hazards. Check for wet patches if indoor hall used by others
Equipment Safety
Safety Checks
- •Check beanbags are fully sealed with no tears
- •Soft balls should be appropriate pressure - not too hard
- •Cones stable and not cracked
- •Boundary markers clearly visible and secure
Risk Management
Key Risks
- •Slips when moving quickly to defend
- •Minor collisions between pairs playing close together
- •Equipment left in walkways creating trip hazards
Risk Mitigation
- •Adequate spacing between playing areas
- •Clear boundaries established and maintained
- •Equipment collection protocols followed
- •Stop signals practiced and respected
Supervision & Emergency Procedures
Supervision Points
- •Position to see all playing areas simultaneously
- •Move around space to check technique and safety
- •Monitor energy levels and fatigue
Emergency Procedures
Stop all activity immediately, assess injured student, apply basic first aid if trained, alert office if medical attention needed