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Lesson 1 - Rolling and Defending

Ball Skills & Teamwork

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Year 1

•

Sending and Receiving

•

45 min

Big Question

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

Balls

6-8

Various colours help with tracking and identification

Alternative: Small soft balls, foam balls

Large Soft Balls

6-8

Slightly deflated for easier control

Alternative: Playground balls, foam balls size 4

Dish Cones

10-20

Bright colours for visibility

Alternative: Tennis balls on cones, skittles

Sun Markers

4-6

Clear visual boundaries for safety

Alternative: Chalk lines, tape, rope

Coloured Bibs

15 (if team games)

Two contrasting colours

Alternative: Different coloured bands

Key Vocabulary

Rolling

Moving a ball along the ground using a smooth pushing action

Defending

Trying to stop an object from crossing your goal line

Goal line

The line you must defend or try to get the object over to score

Target

Something you aim at when rolling

Boundaries

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

Consistent rolling motion with follow-through

Quick reaction to defend goal line

Clear preference for specific objects based on experience

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