Lesson 1 - Rolling Towards Targets
Body Parts & Equipment Skills
•Year 1
•Sending and Receiving
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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
Pre-positioned around area perimeter for easy collection
Alternative: Bean bags, soft play balls, rolled-up socks
Scattered throughout area at varying distances
Alternative: Plastic bottles, bean bags, hoops
Available for students who need larger targets or easier rolling
Alternative: Slightly deflated footballs, larger foam balls
Key Vocabulary
Sending a ball along the ground towards a target using an underarm action
Something we aim at when sending a ball
If you roll with your right hand, step forward with your left foot
Safely catching or stopping a ball that comes to you
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
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