Lesson 4 - Sending from Different Positions
Sending & Receiving Challenges
•Year 1
•Sending and Receiving
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How can we accurately send objects when our body position changes?
Learning Objectives
- Send objects accurately from a variety of positions such as sitting, kneeling, and standing
- Participate cooperatively in competitive game situations
- Understand and explain why there are different classes of sport for people with disabilities
Key Outcomes
- Students will demonstrate accurate sending techniques from at least three different body positions
- Students will work effectively in team situations showing cooperation and fair play
- Students will articulate basic understanding of disability sport and its importance
Equipment & Resources Required
Placed in equipment bags around the activity area
Alternative: Low bounce tennis balls, foam balls
Pre-inflated and stored in mesh bag
Alternative: Beach balls (deflated slightly for easier control)
Set at approximately 1 metre height across activity spaces
Alternative: Cones with rope/ribbon stretched between
Should be soft enough for safe rolling at floor level
Alternative: Playground balls, large foam balls
For marking zones, boundaries, and goal lines
Alternative: Markers, bean bags
For defender positioning in goalball activity
Alternative: Marked zones on floor
Key Vocabulary
Throwing technique where the ball is released below shoulder height
Throwing technique where the ball is released above shoulder height
Striking a ball that you have bounced or tossed to yourself
A Paralympic sport played by people with visual impairments using a ball with bells
Sports adapted or designed for people with physical or intellectual disabilities
A system in disability sport that groups athletes with similar levels of activity limitation
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic underarm throwing technique
- Catching with two hands
- Understanding of personal space
- Following simple game rules
Current Skills
- Adapting throwing technique for different body positions
- Self-hitting skills with ball and balloon
- Understanding disability sport concepts
- Cooperative game play in goalball activities
Next Steps
- Sending with implements (bats, rackets)
- More complex game situations
- Advanced disability sport understanding
- Tactical awareness in sending and receiving
Milestone Indicators
Key Teaching Points
- Adapt throwing technique based on body position - underarm from low positions
- Accuracy is more important than power in all sending activities
- Everyone can participate in sport with appropriate adaptations
- Communication and cooperation are essential in team activities
- Disability sports are designed to ensure fair competition, not to limit participation
- Self-hitting requires timing and positioning - start with gentle tosses
- Different positions offer different strategic advantages in games
Common Misconceptions
- All throws must be overarm - correct by showing underarm is often more accurate from low positions
- Disability sports are 'easier' versions - explain they are adaptations that ensure fair competition
- You need to throw hard to be accurate - demonstrate that control and technique matter more than power
- Only standing position is 'proper' for throwing - show how different positions have different advantages
- People with disabilities can't play 'real' sports - explain Paralympic sports are elite competitions
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, offer leadership roles, use movement breaks
dyspraxia
- Allow extra time for position changes, use larger equipment, break down complex movements, provide additional demonstrations
autism spectrum
- Provide clear structure and routine, use visual schedules, offer quiet space if overwhelmed, maintain consistent rules
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, use peer support for positioning
hearing impairment
- Ensure clear visual demonstrations, use visual signals and gestures, provide written instruction cards if needed
physical disability
- Adapt positions to individual comfort and ability, use lighter equipment if needed, focus on achievable challenges
Cross-Curricular Links
English
Learning new vocabulary related to disability sport, expressing ideas about fairness and inclusion, describing techniques and positions
Maths
Counting successful sends, measuring distances for different positions, recognising patterns in technique adaptation
Science
Understanding forces in different throwing positions, exploring gravity's effect on ball trajectory, examining adaptations in nature and sport
PSHE
Developing empathy and understanding of different abilities, exploring concepts of fairness and inclusion, building teamwork and cooperation skills
Teacher Guidance
Positioning
Move around all activity areas to observe and support, position centrally for demonstrations
Observation Focus
Watch for technique adaptation, cooperation in partners/groups, understanding of disability sport concepts
Intervention Points
Step in if positions become unsafe, guide discussion sensitively around disability topics, support struggling students with technique modifications
Demonstration Notes
Show clear technique differences between positions, model inclusive language about disability, demonstrate tactical thinking in games
Verbal Cues
- •'Gentle and controlled!'
- •'Help your partner succeed!'
- •'How can we adapt this?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (hall) or outdoor hard surface area, minimum 15m x 20m
Surface Check
Non-slip surface, free from obstacles, adequate cushioning for floor-based positions
Equipment Safety
Safety Checks
- •Soft balls appropriate for close-range activities
- •Balloons checked for damage before use
- •Benches stable and at appropriate height
- •No small parts that could present choking hazard
Risk Management
Key Risks
- •Collisions during position changes
- •Slips when moving between different body positions
- •Equipment contact during self-hitting activities
- •Overexertion in unfamiliar positions
Risk Mitigation
- •Clear personal space boundaries established
- •Gradual progression through position challenges
- •Emphasis on controlled movements over speed
- •Appropriate equipment selection for age group
Supervision & Emergency Procedures
Supervision Points
- •Monitor position changes for safe transitions
- •Check for fatigue in challenging positions
- •Ensure inclusive participation without forcing discomfort
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school medical support if required