Lesson 5 - Catching Skills Development
Body Parts & Equipment Skills
•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 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
Pre-distributed around area perimeter for easy collection
Alternative: Tennis balls, bean bags, or soft balls
Scattered around teaching area with adequate spacing
Alternative: Cones in a circle, chalk circles on ground
Key Vocabulary
To grab and hold a moving ball safely with both hands
Standing with feet apart, knees bent, hands up and ready
To follow the ball with your eyes as it moves
When the ball hits the ground and comes back up
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
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