Lesson 6 - Throwing and Catching Mastery
Body Parts & Equipment Skills
•Year 1
•Sending and Receiving
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How can we work together to send and catch the ball safely and accurately?
Learning Objectives
- To be able to throw and catch using correct technique
- To develop coordination when sending and receiving balls
- To apply catching and throwing skills in simple game situations
Key Outcomes
- Students will catch a ball after one bounce using two hands
- Students will throw a ball towards a target with increasing accuracy
- Students will demonstrate cooperation and communication during partner work
Equipment & Resources Required
Place in mesh bag at activity area
Alternative: Large sponge balls, beach balls for easier catching
Scattered around activity area for warm-up
Alternative: Spots, bean bags, or hoops
Keep separate for differentiation activities
Alternative: Tennis balls, foam balls
Key Vocabulary
Throwing the ball so it bounces once before reaching your partner
Making a W with thumbs and fingers when catching or passing
The place or person you are aiming to throw the ball towards
To catch or stop a pass that was meant for someone else
An empty area where you can move safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of personal space
- Simple throwing movements
Current Skills
- Two-handed catching after bounce
- Accurate throwing to targets
- Moving to receive passes
- Basic game application
Next Steps
- Catching balls without bounce
- One-handed catching
- Throwing with non-dominant hand
- More complex game situations
Milestone Indicators
Key Teaching Points
- Always use two hands when catching - make a W-shape with thumbs together
- Watch the ball all the way into your hands, don't look away
- Bounce passes should hit the ground halfway between partners
- Pull the ball into your body after catching for security
- Communication is key - make sure your partner is ready before throwing
- Move to find good spaces when playing games, don't just stand still
- Celebrate mistakes as learning opportunities
Common Misconceptions
- One hand is enough for catching - reinforce two-handed technique always
- Harder throws are better - emphasise control and accuracy over power
- Bouncing anywhere is fine - teach specific halfway point targeting
- You can't catch if you're not athletic - build confidence through progressive success
- Games are about winning - focus on skill development and fun participation
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use positive reinforcement frequently
dyspraxia
- Use larger, softer balls for easier success, break down skills into smaller steps, provide additional practice time
autism spectrum
- Provide clear routine structure, visual schedule of activities, allow for sensory breaks if needed
visual impairment
- Use bright yellow or orange balls for contrast, provide verbal descriptions of ball flight, pair with sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, ensure face-to-face communication for lip reading
physical disability
- Seated catching and throwing options, use lighter balls or bean bags, adjust distances according to ability
Cross-Curricular Links
English
Following instructions, using descriptive vocabulary for movements, communication with partners
Maths
Counting successful catches, measuring distances with paces, understanding patterns in bounce height
Science
Forces and motion in ball flight, cause and effect in throwing force and distance, observation and prediction skills
PSHE
Cooperation and teamwork, dealing with frustration when skills don't work, celebrating others' successes
Teacher Guidance
Positioning
Move around perimeter of activity area to observe all students, position centrally during demonstrations
Observation Focus
Watch for correct W-shape hand position, eye-tracking of ball flight, and safe spacing between students
Intervention Points
Step in if throwing becomes too vigourous, if students show frustration, or if safety spacing breaks down
Demonstration Notes
Use exaggerated movements so all can see, demonstrate both correct and incorrect technique for clarity, involve students in demonstrations when appropriate
Verbal Cues
- •'Two hands, make a W!'
- •'Watch the ball all the way!'
- •'Gentle throw to your partner!'
- •'Eyes up, find the space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 20m x 15m clear of obstacles
Surface Check
Dry, even surface free from loose objects or trip hazards
Equipment Safety
Safety Checks
- •Check playground balls are properly inflated but not over-inflated
- •Inspect cones for cracks or sharp edges
- •Ensure balls are appropriate size for Year 1 hands
Risk Management
Key Risks
- •Ball strikes to face or body
- •Collisions when moving to catch balls
- •Tripping over cones or equipment
- •Overexertion in competitive activities
Risk Mitigation
- •Emphasise two-handed catching to protect face
- •Clear boundaries and adequate spacing between pairs/groups
- •Start with gentle throws and progress gradually
- •Teacher positioning for maximum visibility of all students
Supervision & Emergency Procedures
Supervision Points
- •Position to see all activity areas simultaneously
- •Monitor throwing force and technique
- •Watch for students becoming frustrated or overwhelmed
Emergency Procedures
Stop activity immediately with whistle/voice command, assess any injury, provide appropriate first aid, have contact details for school medical staff available