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Lesson 1 - Ball Handling and Control

Ball Control Basics

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Year 2

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Ball Skills

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50 min

Big Question

How can we use different parts of our body to control and move a ball safely?

Learning Objectives

To explore different ball handling skills using hands and feet
To demonstrate simple ball control techniques with confidence
To work cooperatively with others whilst using equipment safely

Key Outcomes

Students will be able to handle balls of different sizes with basic control
Students will demonstrate safe equipment use and spatial awareness
Students will work effectively with partners and small groups

Equipment & Resources Required

Coloured Cones

4 different colours for corners, remainder for activity stations

Alternative: Coloured hoops, markers, or bean bags

Balls

Variety of sizes - distribute around area perimeter

Alternative: Footballs, basketballs, or large rubber balls

Tennis Balls

Lighter alternative for students needing easier control

Alternative: Foam balls, bean bags, or small rubber balls

Key Vocabulary

Control

Keeping the ball close and managing its movement

Wide fingers

Spreading fingers apart to create a bigger catching surface

Soft touches

Gentle contact with the ball using feet for better control

Bounce pass

Passing the ball to someone by bouncing it on the ground first

Dribbling

Moving the ball forward using small, controlled touches

Skill Progression Pathway

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

Prior Learning

Basic spatial awareness and movement skills
Understanding of personal space
Following simple instructions

Current Skills

Ball handling with hands (bouncing, rolling, holding)
Basic ball control with feet (soft touches)
Partner and group cooperation skills

Next Steps

More complex ball manipulation skills
Target games with improved accuracy
Team games with ball possession

Milestone Indicators

Controls ball with wide fingers and soft touches

Can pass and receive with accuracy

Shows awareness of others during activities

Key Teaching Points

Use wide fingers when catching or holding balls for better control
Soft touches with feet keep the ball close and controlled
Communication with partners and teammates makes activities successful
Different ball sizes require different techniques and skills
Safety rules help everyone enjoy the activities without getting hurt
Encouragement helps teammates improve and feel confident
Practice and patience lead to better ball control skills

Common Misconceptions

Harder kicks/throws are always better - emphasise control over power
Only 'sporty' children can be good at ball skills - celebrate all efforts and improvements
You must be able to do everything perfectly - focus on personal progress
Games are only fun if you win - emphasise enjoyment and learning over competition

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries marked, regular movement breaks, simple instructions given one at a time

dyspraxia

Larger equipment for easier handling, more time to practice skills, simplified instructions, alternative ways to demonstrate learning

autism spectrum

Clear visual schedule of activities, quiet space available if needed, consistent routines and signals, advance warning of activity changes

visual impairment

Use bright coloured balls and cones, provide verbal descriptions of demonstrations, use sound cues for ball location, buddy system for movement

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written instruction cards available, ensure face-to-face communication

physical disability

Seated variations for ball handling, modified distances for activities, alternative equipment (bean bags, larger balls), adapted partner positions

Cross-Curricular Links

Maths

Counting passes and successful catches, measuring distances for dribbling, shapes made in team formations

Science

Forces when bouncing and throwing balls, gravity affecting ball movement, friction and surface effects

PSHE

Cooperation and teamwork, encouraging others, managing emotions when activities are challenging, celebrating differences in ability

Teacher Guidance

Positioning

Move around outside of activity area for maximum visibility, position near struggling students

Observation Focus

Watch for: ball control improvement, cooperation in partners/teams, safe equipment use

Intervention Points

Step in if: unsafe ball handling, poor cooperation, students becoming frustrated

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Use students as helpers when safe. Emphasise key teaching points visually.

Verbal Cues

•'Soft touches with feet!'
•'Wide fingers for catching!'
•'Find space and be safe!'
•'Encourage your teammate!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space or playground area, clear of obstacles

Surface Check

Non-slip surface, dry conditions, no holes or uneven areas

Equipment Safety

Safety Checks

•Balls inflated to appropriate pressure - not over-inflated
•Check balls for damage or sharp edges
•Cones have rounded edges and stable base

Risk Management

Key Risks

•Ball strikes to face/body from hard throws
•Slips and falls during running activities
•Collisions between students during movement
•Tripping over equipment

Risk Mitigation

•Establish 'no hard throwing/kicking' rule immediately
•Ensure adequate spacing between students and teams
•Clear boundaries and movement rules
•Progressive skill building from simple to complex
•Regular equipment checks

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor compliance with safety rules
•Watch for students struggling with ball control
•Be ready to stop activity if unsafe behaviour occurs

Emergency Procedures

Stop signal must be clearly established, first aid accessible, clear evacuation route identified