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Lesson 3 - Seated Striking and Core Control

Sending & Receiving Challenges

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Year 1

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Sending and Receiving

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45 min

Big Question

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

Gymnastics Mats

6-8 mats

Arrange in 4x2 formation for group work

Alternative: Carpet squares or marked floor areas

Beach Ball

1 per 4 students (8 total)

Inflate to medium pressure for slower movement

Alternative: Large sponge balls or lightweight playground balls

Cones

20-30 cones

Used as 'net' markers and equipment for moving activities

Alternative: Bean bags or markers

Balls

30-40 items

Place in corners of mats for side shifter activity

Alternative: Any small, safe objects to transport

Key Vocabulary

Core strength

The strength of muscles in your tummy that help keep your body stable and controlled

Tuck position

Curling your body into a ball shape with knees drawn up to chest and arms wrapped around

Bottom shuffling

Moving across the floor while sitting using only your bottom and hands for support

Net game

A type of game where you hit an object back and forth over a barrier like tennis or volleyball

Seated 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

Can maintain seated position throughout activity

Shows improved core control compared to previous lessons

Demonstrates understanding of net game principles

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