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Lesson 5 - Catching Skills Development

Body Parts & Equipment Skills

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Year 1

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Sending and Receiving

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Big Question

How can we use our whole body to catch a ball safely and successfully?

Learning Objectives

To develop catching skills using two hands
To understand the importance of watching the ball when catching
To demonstrate safe catching techniques with control

Key Outcomes

Students will catch a ball after one bounce using two hands
Students will demonstrate good ready position for catching
Students will work cooperatively with a partner in catching activities

Equipment & Resources Required

Balls

1 per student (30)

Pre-distributed around area perimeter for easy collection

Alternative: Tennis balls, bean bags, or soft balls

Hoops

15 (1 between 2 students)

Scattered around teaching area with adequate spacing

Alternative: Cones in a circle, chalk circles on ground

Key Vocabulary

Catch

To grab and hold a moving ball safely with both hands

Ready position

Standing with feet apart, knees bent, hands up and ready

Track

To follow the ball with your eyes as it moves

Bounce

When the ball hits the ground and comes back up

Wide fingers

Spreading fingers apart to make a bigger catching area

Skill Progression Pathway

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

Prior Learning

Basic throwing and rolling skills
Understanding of personal space
Simple ball handling experience

Current Skills

Catching after one bounce
Using two hands to catch
Moving to position for catching

Next Steps

Catching from various angles
Catching on the move
Throwing and catching in game situations

Milestone Indicators

Consistent two-handed catching

Good ready position maintained

Eyes track the ball throughout flight

Key Teaching Points

Always use two hands when catching - this provides better control and safety
Watch the ball from the moment it's released until it's safely in your hands
Ready position with feet shoulder-width apart and knees slightly bent gives best balance
Gentle throws and passes help your partner succeed - cooperation over competition
Bend knees to get under the ball and cushion the catch
Wide fingers create a bigger catching area and better ball control
Move your feet to position yourself under the ball rather than reaching

Common Misconceptions

Students think they should catch with fingertips only - teach cupping with whole hands
Belief that catching is just about hands - emphasise whole body positioning and movement
Assumption that harder throws are better - teach that gentle, accurate passes are more successful
Thinking they must stay in one spot - encourage movement to get into best catching position
Belief that looking away briefly doesn't matter - emphasise continuous ball tracking

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, varied activities to maintain engagement, clear boundaries and expectations, positive reinforcement systems

dyspraxia

Larger, lighter balls for easier handling, simplified movement patterns, extra practice time, break complex skills into smaller steps

autism spectrum

Clear visual schedule of activities, consistent routines and signals, quiet zones available if overstimulated, predictable activity structure

visual impairment

Use brightly coloured or textured balls, provide verbal descriptions of ball flight, establish clear tactile boundaries, use buddy system for spatial guidance

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for communication, ensure good positioning for lip reading

physical disability

Seated catching activities, modified ball weights and sizes, shorter throwing distances, adapted ready positions based on individual needs

Cross-Curricular Links

Maths

Counting successful catches, measuring ball bounce heights, understanding patterns in throwing and catching sequences

Science

Forces and motion - understanding how balls bounce, gravity effects on ball flight, hand-eye coordination as body system

PSHE

Cooperation and teamwork, perseverance when learning new skills, celebrating others' success and supporting struggling peers

Teacher Guidance

Positioning

Move around perimeter of area for best visibility, position centrally for demonstrations

Observation Focus

Watch for proper catching technique, partner cooperation, and safety awareness

Intervention Points

Step in when technique is unsafe, students are frustrated, or equipment needs organising

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Use clear verbal commentary during demonstrations. Position so all students can see clearly.

Verbal Cues

•'Two hands, watch the ball!'
•'Gentle throws help your partner succeed!'
•'Ready position - feet apart, knees bent!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, suitable for 30 students with individual ball work and pair activities

Surface Check

Clean, dry, non-slip surface free from obstacles, adequate ceiling height for ball throwing

Equipment Safety

Safety Checks

•Check all balls are properly inflated and in good condition
•Ensure hoops have no sharp edges or cracks
•Verify adequate number of balls to avoid sharing conflicts

Risk Management

Key Risks

•Ball strikes to face or body from poor catching
•Collisions during movement activities
•Slipping on balls left on floor
•Overexertion during continuous activities

Risk Mitigation

•Emphasise gentle throws and controlled ball handling
•Maintain adequate spacing between students during individual work
•Establish clear boundaries and movement patterns
•Regular equipment collection to prevent floor hazards
•Progressive skill building to ensure readiness for each stage

Supervision & Emergency Procedures

Supervision Points

•Position for clear visibility of all students during activities
•Monitor spacing and safety during partner work
•Watch for signs of fatigue or frustration
•Be ready to adapt activities for struggling students

Emergency Procedures

Stop activity immediately if injury occurs, assess need for first aid, have alternative activities ready for students who cannot participate