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Lesson 4 - Sending from Different Positions

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 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

Game Balls

1 per pair (15)

Placed in equipment bags around the activity area

Alternative: Low bounce tennis balls, foam balls

Balloons

1 per student (30)

Pre-inflated and stored in mesh bag

Alternative: Beach balls (deflated slightly for easier control)

Benches

6-8

Set at approximately 1 metre height across activity spaces

Alternative: Cones with rope/ribbon stretched between

Large Soft Balls

8 (for goalball activity)

Should be soft enough for safe rolling at floor level

Alternative: Playground balls, large foam balls

Cones

20-30

For marking zones, boundaries, and goal lines

Alternative: Markers, bean bags

Mats

12 (optional for goalball)

For defender positioning in goalball activity

Alternative: Marked zones on floor

Key Vocabulary

Underarm throw

Throwing technique where the ball is released below shoulder height

Overarm throw

Throwing technique where the ball is released above shoulder height

Self-hit

Striking a ball that you have bounced or tossed to yourself

Goalball

A Paralympic sport played by people with visual impairments using a ball with bells

Disability sport

Sports adapted or designed for people with physical or intellectual disabilities

Classification

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

Consistent accuracy from different positions

Smooth adaptation of technique based on body position

Positive attitude towards inclusion and disability sport

Leadership in game situations

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