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Lesson 2 - Receiving a Rolling Ball

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 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

Cones

Scattered around area for marking positions

Alternative: Markers, bean bags, chalk spots

Tennis Balls

15 (1 per pair)

Store in basket at edge of area

Alternative: Playground balls for easier catching

Balls

Available for students needing easier option

Alternative: Larger soft balls, bean bags

Key Vocabulary

Receive

To catch or collect a ball that someone has sent to you

Rolling ball

A ball that moves along the ground without bouncing

Body positioning

Moving your whole body to be in the right place to catch the ball

Eye contact

Looking directly at your partner's eyes before sending the ball

Tracking

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

Consistently stops 7 out of 10 rolling balls

Automatically moves feet to get behind ball

Shows good spatial awareness during activities

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