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Lesson 2 - Tracking Moving Objects

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 whole body to track and stop moving objects like skilled athletes?

Learning Objectives

Use a variety of movements to track balls in different ways
Chase, stop and control balls and objects using both hands effectively
Work collaboratively with a partner to complete skill-based challenges

Key Outcomes

Students will demonstrate tracking skills with improved coordination and timing
Students will show bilateral stopping using left and right hands appropriately
Students will work cooperatively in pairs to complete tracking challenges

Equipment & Resources Required

Small Balls

1 per child (30)

Stored in equipment bag at activity start point

Alternative: Tennis balls, foam balls, or bean bags

Cones

8-10

Used to create target lines and activity boundaries

Alternative: Playground markers or rope

Balls

15 (1 per pair)

Alternative equipment for tracking practice

Alternative: Small cushions or soft toys

Key Vocabulary

Tracking

Following a moving object with your eyes and body

Bilateral

Using both sides of your body - left and right hands

Pace

The speed at which something moves

Reaction time

How quickly you respond when you see something happen

Control

Having charge of something and stopping it exactly where you want

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic locomotor movements (walk, run, jump)
Simple ball handling skills from Unit 1
Understanding of personal and general space

Current Skills

Tracking moving objects with coordinated movement
Bilateral hand use for stopping objects
Partner cooperation in skill-based activities

Next Steps

Tracking objects moving at various speeds and directions
Intercepting and catching moving objects
Advanced partner and small group tracking games

Milestone Indicators

Maintains visual contact with moving object

Adjusts running speed to match object speed

Uses appropriate hand for stopping based on object position

Key Teaching Points

Track alongside the ball, don't chase from behind
Use the hand closest to where the ball is positioned
Match your speed to the speed of the ball
Keep your eyes on the ball throughout the activity
Work cooperatively with your partner to help each other succeed
Bend your knees when stopping to pick up balls safely
Practice with different equipment to develop adaptable skills

Common Misconceptions

Children think they should always use their dominant hand - teach bilateral skills
Belief that faster is always better - emphasise control and accuracy
Assumption that chasing from behind is effective - teach parallel tracking
Thinking that looking away is acceptable - stress continuous visual contact
Misconception that ball and bean bag tracking is identical - explore equipment differences

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries, regular movement breaks, specific role assignments

dyspraxia

Slower ball speeds, larger balls, additional practice time, step-by-step skill breakdown

autism spectrum

Clear visual schedule, consistent routines, quiet area available, predictable partner pairings

visual impairment

Use brightly coloured balls, sound-making balls if available, partner guidance system, verbal descriptions of ball position

hearing impairment

Visual demonstrations and signals, written instruction cards, partner modelling system

physical disability

Seated tracking from wheelchair, larger/softer balls, shorter distances, alternative stopping methods using arms or equipment

Cross-Curricular Links

English

Following instructions, using descriptive language for movement, listening skills

Maths

Speed and distance concepts, comparing fast and slow, measuring rolling distances

Science

Forces and motion, understanding how objects move, gravity affecting ball bounce

PSHE

Cooperation and teamwork, encouraging others, taking turns fairly

Teacher Guidance

Positioning

Move around perimeter to observe all pairs, central position during demonstrations

Observation Focus

Watch for tracking accuracy, appropriate hand selection, and partner cooperation

Intervention Points

Step in if children struggling with concept, unsafe equipment use, or poor partner cooperation

Demonstration Notes

Use clear, exaggerated movements when demonstrating, involve children in demonstrations where possible

Verbal Cues

•'Eyes on the ball!'
•'Stay level with the ball!'
•'Use the hand closest to the ball!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground area, minimum 20m x 15m

Surface Check

Non-slip surface, clear of obstacles and trip hazards

Equipment Safety

Safety Checks

•Balls appropriate size for age group - tennis ball sized
•Bean bags in good condition with no loose filling
•Cones with no sharp edges or cracks

Risk Management

Key Risks

•Collisions between children during chasing activities
•Slips and falls on equipment or when changing direction
•Balls hitting children in face during tracking

Risk Mitigation

•Clear boundaries established for each pair
•Adequate spacing between partner groups
•Controlled rolling speeds to maintain safety
•Stop command taught and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during activities
•Monitor spacing and ball speeds
•Watch for children who may struggle with coordination

Emergency Procedures

Stop all activity immediately, assess any injury, apply appropriate first aid, inform school first aider if needed