Lesson 2 - Ball Stopping and Tracking
Striking Fundamentals
•Year 1
•Striking & Fielding
•Start Planning Better PE Lessons
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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
Store in equipment bag at edge of area for easy collection
Alternative: Foam balls, bean bags for easier handling
Use different colours to create clear boundaries and targets
Alternative: Markers, hoops, or chalk circles
Available for students needing easier equipment
Alternative: Larger rubber balls or volleyballs
Key Vocabulary
Watching the ball carefully with your eyes as it moves
Stopping and collecting a ball that has been hit or thrown
Bending knees and getting body close to the ground to stop the ball
Spreading fingers apart to create a bigger area to catch the 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
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