Lesson 1 - Ball Handling and Control
Ball Control Basics
•Year 2
•Ball Skills
•Start Planning Better PE Lessons
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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
4 different colours for corners, remainder for activity stations
Alternative: Coloured hoops, markers, or bean bags
Variety of sizes - distribute around area perimeter
Alternative: Footballs, basketballs, or large rubber balls
Lighter alternative for students needing easier control
Alternative: Foam balls, bean bags, or small rubber balls
Key Vocabulary
Keeping the ball close and managing its movement
Spreading fingers apart to create a bigger catching surface
Gentle contact with the ball using feet for better control
Passing the ball to someone by bouncing it on the ground first
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
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