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Lesson 1 - Rolling Towards Targets

Body Parts & Equipment Skills

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Year 1

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Sending and Receiving

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1h 5min

Big Question

How can I use my whole body to send a ball accurately to where I want it to go?

Learning Objectives

To develop the fundamental skill of rolling a ball towards a target with increasing accuracy
To understand how the body works during physical activity
To demonstrate safe movement and spatial awareness when sending and receiving

Key Outcomes

Students will be able to roll a ball towards a target using correct technique
Students will recognise changes in their body during exercise
Students will work cooperatively with a partner to send and receive balls safely

Equipment & Resources Required

Tennis Balls

1 per student (30)

Pre-positioned around area perimeter for easy collection

Alternative: Bean bags, soft play balls, rolled-up socks

Cones

30 (various colours if available)

Scattered throughout area at varying distances

Alternative: Plastic bottles, bean bags, hoops

Balls

5-10 for differentiation

Available for students who need larger targets or easier rolling

Alternative: Slightly deflated footballs, larger foam balls

Key Vocabulary

Rolling

Sending a ball along the ground towards a target using an underarm action

Target

Something we aim at when sending a ball

Opposite foot

If you roll with your right hand, step forward with your left foot

Receiving

Safely catching or stopping a ball that comes to you

Space

An empty area where you can move safely without bumping into others

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space
Ability to hold and carry a ball safely
Simple throwing and catching experiences

Current Skills

Rolling technique with step and point
Target accuracy and distance judgement
Receiving skills with two hands

Next Steps

Rolling for accuracy at greater distances
Underarm throwing technique
Moving to receive balls from different angles

Milestone Indicators

Consistent use of opposite foot forward when rolling

Ball released when hand points at target

Two-handed receiving position ready before ball arrives

Key Teaching Points

Opposite foot forward when rolling creates better balance and accuracy
Release ball when hand points at target for best aim
Watch the ball all the way when receiving to track its path
Move feet to get in line with approaching ball
Use both hands for secure receiving
Controlled movements are more successful than rushing
Cooperation with partners makes learning more effective

Common Misconceptions

Students think throwing and rolling are the same - emphasise ball staying on ground
Same side foot forward reduces accuracy - demonstrate opposite foot technique clearly
Standing still when receiving - show importance of moving to meet the ball
One-handed catching is sufficient - emphasise security of two-handed receiving
Hard rolling is better - demonstrate control and accuracy over power

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use frequent position changes to maintain engagement

dyspraxia

Use larger equipment for easier handling, reduce complexity of multi-step instructions, provide extra practice time and encouragement

autism spectrum

Establish clear routines and expectations, provide visual schedule of activities, create quiet zones for breaks when needed

visual impairment

Use bright coloured balls and cones, provide verbal descriptions of demonstrations, implement buddy system for guidance and support

hearing impairment

Use clear visual demonstrations, implement agreed hand signals for instructions, provide written instruction cards where helpful

physical disability

Adapt to seated rolling where appropriate, use larger/lighter balls, reduce distances, provide supportive equipment as needed

Cross-Curricular Links

Maths

Counting successful throws, measuring distances to targets, understanding concepts of near and far

Science

Understanding how heart rate changes during exercise, exploring forces needed to roll balls different distances

Geography

Directional language (forwards, backwards, sideways), spatial awareness and positioning concepts

PSHE

Cooperation and teamwork, showing resilience when tasks are challenging, celebrating others' achievements

Teacher Guidance

Positioning

Move around area perimeter to observe all students, position centrally for demonstrations and instructions

Observation Focus

Watch for correct technique development, safe spatial awareness, and positive cooperation between partners

Intervention Points

Step in if students showing unsafe movement, demonstrating incorrect technique consistently, or showing negative interactions with partners

Demonstration Notes

Always demonstrate technique slowly and clearly, repeat demonstrations 2-3 times, use exaggerated movements to ensure visibility for all students

Verbal Cues

•'Opposite foot forward!'
•'Point your hand at the target!'
•'Watch the ball all the way!'
•'Two hands to catch!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area, larger preferable for full group activities

Surface Check

Non-slip surface free from water, leaves, or debris that could cause slipping

Equipment Safety

Safety Checks

•Check tennis balls are not split or damaged
•Ensure cones have no sharp edges or cracks
•Verify adequate quantity to avoid sharing conflicts

Risk Management

Key Risks

•Collisions between students during dynamic movement
•Slips when collecting balls
•Ball strikes if rolling technique incorrect

Risk Mitigation

•Clear boundaries established and reinforced
•One ball per student to avoid conflicts
•Supervised ball collection with walking pace
•Emphasis on controlled, accurate rolling rather than power

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during activities
•Move around area perimeter during partner work
•Be particularly vigilant during equipment collection phases

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, ensure other students are safe and supervised