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Lesson 2 - Ball Stopping and Tracking

Striking Fundamentals

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Year 1

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Striking & Fielding

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Big Question

How can we use our whole body to stop a moving ball and keep it safe?

Learning Objectives

To develop the fundamental skill of stopping a rolling ball with control and consistency
To improve hand-eye coordination and tracking skills through progressive ball work
To apply ball stopping skills in simple game situations with increasing confidence

Key Outcomes

Students will demonstrate improved technique for stopping rolling balls using hands and feet
Students will show better tracking skills by keeping eyes focused on moving balls
Students will participate confidently in small group games requiring ball stopping skills

Equipment & Resources Required

Tennis Balls

30 (1 per student)

Store in equipment bag at edge of area for easy collection

Alternative: Foam balls, bean bags for easier handling

Cones

24 (various colours if available)

Use different colours to create clear boundaries and targets

Alternative: Markers, hoops, or chalk circles

Balls

6 (optional for differentiation)

Available for students needing easier equipment

Alternative: Larger rubber balls or volleyballs

Key Vocabulary

Tracking

Watching the ball carefully with your eyes as it moves

Fielding

Stopping and collecting a ball that has been hit or thrown

Low position

Bending knees and getting body close to the ground to stop the ball

Wide fingers

Spreading fingers apart to create a bigger area to catch the ball

Body behind ball

Moving so your whole body is in line to stop the ball if it goes past your hands

Skill Progression Pathway

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

Prior Learning

Basic catching and throwing with large balls
Understanding of personal space and movement
Following simple instructions and safety rules

Current Skills

Tracking a rolling ball with eyes and body
Stopping balls with hands and feet using correct technique
Working cooperatively in pairs and small groups

Next Steps

Combining stopping and throwing skills in sequences
Applying skills in more complex striking and fielding games
Developing accuracy in rolling balls to targets

Milestone Indicators

Can stop 3 out of 5 rolling balls successfully

Maintains eye contact with ball throughout movement

Shows consistent low body position when fielding

Key Teaching Points

Always use two hands when stopping a rolling ball - creates bigger catching area
Get your body low and behind the ball - provides backup if ball goes past hands
Keep eyes focused on the ball from start to finish - essential for successful stopping
Move feet quickly to get into good position - anticipation and positioning crucial
Wide fingers create bigger catching area - demonstrate difference clearly
Gentle rolling action keeps ball on ground - helps partner practice stopping
Work as a team with your partner - communication and cooperation essential

Common Misconceptions

One hand is enough to stop a ball - demonstrate why two hands are more effective
You can stop a ball by reaching for it - show importance of moving body to ball
Looking away at last moment is okay - emphasise watching ball into hands/body
Hard throwing is better - explain why controlled, gentle movements work better
Staying high up is fine - demonstrate effectiveness of low body position
Fast movements are always better - show value of controlled, accurate movements

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and expectations, positive reinforcement for following instructions

dyspraxia

Larger equipment for easier handling, simplified movement patterns, extra practice time with teacher support

autism spectrum

Clear visual schedule of activities, quiet space available if needed, consistent routines and expectations

visual impairment

Use brightly coloured balls and high contrast cones, provide verbal descriptions of ball movement, buddy system for support

hearing impairment

Use clear visual demonstrations and hand signals, ensure students can see teacher's face for lip reading, written instruction cards

physical disability

Seated ball stopping options, larger softer balls, modified distances, peer support for mobility

Cross-Curricular Links

Maths

Counting successful catches and stops, measuring distances between partners, understanding patterns in movement

Science

Forces and motion - how balls roll and bounce, gravity affecting ball flight, friction slowing balls down

Geography

Directional language - forward, backward, left, right when positioning for balls

PSHE

Working cooperatively with partners, showing resilience when making mistakes, celebrating others' success

Teacher Guidance

Positioning

Stand at corner of area for maximum visibility during activities, move around during partner work to provide individual feedback

Observation Focus

Watch for correct stopping technique - two hands, low position, eyes on ball, body behind ball

Intervention Points

Step in if students not following safety rules, provide individual support for those struggling with coordination

Demonstration Notes

Always demonstrate skills slowly first, then at normal speed, use students to demonstrate good technique when appropriate

Verbal Cues

•'Eyes on ball!'
•'Get low!'
•'Two hands wide!'
•'Body behind ball!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, indoor hall or outdoor hard surface suitable

Surface Check

Even, non-slip surface free from obstacles and hazards, check for wet areas

Equipment Safety

Safety Checks

•Tennis balls checked for damage and proper bounce
•Cones inspected for cracks or sharp edges
•Adequate equipment for all students to avoid sharing disputes

Risk Management

Key Risks

•Ball strikes to face or body during throwing activities
•Collisions between students during movement activities
•Slips and falls when bending low or moving quickly to balls
•Disputes over equipment or scoring in games

Risk Mitigation

•Clear boundaries established and maintained throughout lesson
•Progressive skill building from individual to partner to group work
•Emphasis on controlled movements and gentle ball work
•Clear rules established for games with fair play expectations

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during activities
•Move around space to provide individual feedback and ensure safety
•Monitor for students struggling with coordination or confidence

Emergency Procedures

Stop all activity immediately on whistle signal, assess any injuries, apply first aid as appropriate, contact office if serious injury occurs