Lesson 2 - Receiving a Rolling Ball
Body Parts & Equipment Skills
•Year 1
•Sending and Receiving
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How can I use my whole body to successfully catch and control a rolling ball?
Learning Objectives
- To be able to receive a rolling ball with control and accuracy
- To develop hand-eye coordination when stopping moving balls
- To understand the importance of body positioning when receiving balls
Key Outcomes
- Students will successfully stop rolling balls using their hands
- Students will demonstrate correct body positioning behind the ball
- Students will make eye contact before sending balls to partners
Equipment & Resources Required
Scattered around area for marking positions
Alternative: Markers, bean bags, chalk spots
Store in basket at edge of area
Alternative: Playground balls for easier catching
Available for students needing easier option
Alternative: Larger soft balls, bean bags
Key Vocabulary
To catch or collect a ball that someone has sent to you
A ball that moves along the ground without bouncing
Moving your whole body to be in the right place to catch the ball
Looking directly at your partner's eyes before sending the ball
Following the ball with your eyes as it moves towards you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of personal space
- Ability to hold and release a ball
- Understanding of simple directions (forward, backward)
Current Skills
- Receiving rolling balls with hands
- Body positioning behind the ball
- Making eye contact before sending
Next Steps
- Receiving bouncing balls
- Sending and receiving while moving
- Applying skills in simple games
Milestone Indicators
Key Teaching Points
- Eye contact before every pass ensures safety and success
- Move your feet to get your whole body behind the ball's path
- Wide fingers create a larger catching area for better success
- Watch the ball from your partner's hands until it reaches you
- Communication and teamwork make activities more successful and enjoyable
- Choose appropriate equipment to match your ability level
- Practice makes perfect - celebrate improvements not just perfection
Common Misconceptions
- Misconception: 'I can catch any ball if I'm quick enough' - Correct: Positioning your body behind the ball is more important than quick reactions
- Misconception: 'Looking at where I want to pass is enough' - Correct: You must make eye contact with your partner to ensure they're ready
- Misconception: 'Using bigger balls means I'm not as good' - Correct: Using appropriate equipment helps you learn technique properly
- Misconception: 'Catching is just about your hands' - Correct: Your feet, eyes, and whole body work together for successful receiving
- Misconception: 'Fast passes are better passes' - Correct: Controlled, accurate passes help your partner succeed
SEN Adaptations
ADHD
- Shorter activity segments, clear and immediate feedback, movement breaks, simplified instructions, assigned specific roles in groups
dyspraxia
- Larger, softer balls, closer partner distances, additional practice time, step-by-step skill breakdown, peer support systems
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zones available, consistent partner pairings, advance notice of activity changes
visual impairment
- Use brightly coloured balls, provide verbal descriptions of spatial arrangements, buddy system for guidance, tactile markers for cone positions
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written instruction cards, ensure visual contact before communication
physical disability
- Seated receiving practice, adapted throwing distances, lightweight balls, modified group formations as needed
Cross-Curricular Links
Maths
Counting successful passes, measuring distances between cones, basic geometry with square formations
Science
Forces involved in rolling and stopping balls, friction between ball and surface, reaction time concepts
Geography
Directional language (forward, backward, sideways), spatial awareness, mapping movement patterns
PSHE
Cooperation and teamwork, communication skills, resilience when facing challenges, celebrating others' success
Teacher Guidance
Positioning
Move around area perimeter for visibility, centre for demonstrations, between groups for close observation
Observation Focus
Watch for correct technique development, safe movement, positive cooperation, individual progress
Intervention Points
Step in for safety issues, technique correction, group dynamics problems, or individual struggling
Demonstration Notes
Use clear, exaggerated movements for visibility, involve students in demonstrations, show both correct and incorrect examples for comparison
Verbal Cues
- •'Eyes on the ball!'
- •'Move your feet!'
- •'Eye contact first!'
- •'Wide fingers!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear area, preferably larger for group activities
Surface Check
Dry, even surface free from obstacles, appropriate for rolling balls
Equipment Safety
Safety Checks
- •Check tennis balls are not split or damaged
- •Ensure playground balls are properly inflated
- •Cones have no sharp edges or cracks
- •Sufficient equipment for all students
Risk Management
Key Risks
- •Collisions during movement activities
- •Ball strikes from poor passing technique
- •Tripping over scattered cones
- •Overexertion during running challenges
Risk Mitigation
- •Clear boundaries and movement rules established
- •Demonstrate safe passing technique only
- •Maintain adequate spacing between groups
- •Monitor running activities for safe speeds
- •Regular equipment safety checks
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around groups during activities
- •Monitor high-energy activities closely
- •Ensure inclusive participation
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, clear area if necessary