Lesson 3 - Seated Striking and Core Control
Sending & Receiving Challenges
•Year 1
•Sending and Receiving
•Start Planning Better PE Lessons
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How can we use our core strength to control our bodies and strike moving objects effectively?
Learning Objectives
- Hit a moving ball from a sitting position with control
- Maintain a tucked position for an extended period to develop core strength
- Control body and limbs to move efficiently on the floor using bottom shuffling technique
Key Outcomes
- Students will demonstrate ability to strike a balloon/ball while seated
- Students will hold a tuck position for 3-5 seconds consistently
- Students will move across mats using only bottom shuffling without using feet or knees
Equipment & Resources Required
Arrange in 4x2 formation for group work
Alternative: Carpet squares or marked floor areas
Inflate to medium pressure for slower movement
Alternative: Large sponge balls or lightweight playground balls
Used as 'net' markers and equipment for moving activities
Alternative: Bean bags or markers
Place in corners of mats for side shifter activity
Alternative: Any small, safe objects to transport
Key Vocabulary
The strength of muscles in your tummy that help keep your body stable and controlled
Curling your body into a ball shape with knees drawn up to chest and arms wrapped around
Moving across the floor while sitting using only your bottom and hands for support
A type of game where you hit an object back and forth over a barrier like tennis or volleyball
A version of volleyball played sitting down, often used by people with disabilities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of tuck positions from gymnastics
- Experience with catching and throwing activities
- Awareness of taking turns and following simple game rules
Current Skills
- Striking a moving object while seated
- Maintaining core stability in challenging positions
- Moving efficiently without using legs for locomotion
Next Steps
- Progressing to striking while kneeling or standing
- Developing tactical awareness in net games
- Building sustained core strength for more complex movements
Milestone Indicators
Key Teaching Points
- Core strength development requires sustained muscle engagement - emphasise 'working tummy muscles'
- Seated games require tactical movement - students must shuffle to ball position rather than wait
- Safety in rocking activities - never rock onto neck or shoulders, stay on lower back
- Adapted sports are real sports - build respect and understanding for Paralympic athletes
- Bottom shuffling technique uses core stability - hands behind for support only, not pulling
- Net game principles apply even when seated - hitting over barriers, creating space, teamwork
- Positive encouragement builds confidence - model and expect supportive team behaviour
Common Misconceptions
- Misconception: 'Adapted sports are easier or less skilled' - Reality: Paralympic sports require incredible skill and training
- Misconception: 'Core strength only matters for gymnastics' - Reality: Core stability is essential for all movement and sport
- Misconception: 'If you can't reach the ball, there's nothing you can do' - Reality: Tactical movement and positioning are crucial
- Misconception: 'Sitting games are just for disabled people' - Reality: Seated variations teach control and different skills to everyone
- Misconception: 'Rocking back and forth doesn't build strength' - Reality: Sustained muscle contraction in tuck position develops core endurance
SEN Adaptations
ADHD
- Break activities into shorter segments, use movement breaks, clear visual boundaries, immediate positive feedback for focus
dyspraxia
- Extra practice time for movements, break skills into smaller steps, use demonstration frequently, allow alternative striking methods
autism spectrum
- Clear routine structure, visual timetable of activities, quiet space available if needed, consistent rules and expectations
visual impairment
- Use bright coloured balloons, provide verbal descriptions of court layout, use sound cues for ball location, buddy system for positioning
hearing impairment
- Clear visual demonstrations, hand signals for game rules, written instruction cards, visual scoring systems
physical disability
- Modify seated positions as needed, use larger/lighter balls, adjust court sizes, focus on individual improvement rather than competition
Cross-Curricular Links
Maths
Counting equipment moved, timing activities, scoring systems, measuring distances for court setup
Science
Understanding core muscles and how they work, forces needed to hit objects over barriers, balance and stability concepts
Geography
Understanding that sitting volleyball is played internationally, recognising different countries that excel in Paralympic sports
PSHE
Respect for people with disabilities, teamwork and cooperation, persistence through challenges, celebrating diverse abilities
Teacher Guidance
Positioning
Move around groups during floor work to check technique, position centrally during games to monitor all courts
Observation Focus
Core strength development, seated game technique, cooperation and engagement levels
Intervention Points
Step in if rocking technique unsafe, support struggling students with alternatives, manage game disputes fairly
Demonstration Notes
Use clear, exaggerated movements for core positions, show contrast between correct/incorrect technique, model positive game attitudes
Verbal Cues
- •'Strong tummy muscles!'
- •'Rock gently like a rocking chair'
- •'Shuffle to the ball'
- •'Stay seated - bottom shuffling only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space with mats, clear of obstacles and with adequate ceiling height for balloon play
Surface Check
Non-slip mats securely positioned, clean floor area free from debris, adequate space between activity areas
Equipment Safety
Safety Checks
- •Check mats are stable and not worn or torn
- •Ensure balloons/balls are appropriate size and not over-inflated
- •Verify cones have no sharp edges and are stable
- •Check small equipment is safe to handle
Risk Management
Key Risks
- •Slipping on mats during movement
- •Neck strain during rocking activities
- •Collision during enthusiastic game play
- •Overexertion during sustained core work
Risk Mitigation
- •Clear instruction on safe rocking technique - not too far back
- •Adequate spacing between students during floor work
- •Controlled balloon/ball speed to prevent injury
- •Regular rest breaks during sustained activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe rocking technique closely
- •Monitor game areas for safe seated play
- •Watch for signs of fatigue during core work
- •Ensure equipment handling remains safe throughout
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed, maintain supervision of other students