Lesson 3 - Ball Stopping and Control
Ball Control Basics
•Year 2
•Ball Skills
•Start Planning Better PE Lessons
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How can I use different parts of my body to control a moving ball?
Learning Objectives
- To develop hand-eye coordination when stopping a rolling ball
- To understand the importance of body positioning when receiving a ball
- To apply ball control skills in competitive game situations
Key Outcomes
- Students will demonstrate improved coordination when tracking and stopping balls
- Students will show understanding of correct body positioning techniques
- Students will apply stopping techniques effectively in game situations
Equipment & Resources Required
Used for boundaries, goals, and target marking throughout lesson
Alternative: Bean bags, markers, chalk lines for boundaries
Store in central location for easy access during activities
Alternative: Footballs, netballs, or large tennis balls
Distributed around area perimeter for quick collection
Alternative: Bean bags, small playground balls, or foam balls
Key Vocabulary
To follow the ball with your eyes and body as it moves
Getting your whole body behind the ball to stop it effectively
Stopping and managing the ball smoothly without letting it bounce away
The correct way to perform a skill for best results
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball rolling technique from previous lessons
- Understanding of personal space and moving safely
- Experience with tracking objects with eyes
Current Skills
- Coordinated ball stopping with hands and feet
- Body positioning to receive balls
- Quick decision-making about stopping techniques
Next Steps
- Ball control while moving
- Stopping balls at different heights
- Advanced ball skills in team games
Milestone Indicators
Key Teaching Points
- Eyes must track the ball constantly - 'sticky eyes' that follow the ball everywhere
- Quick feet movement to get body behind ball's path - don't reach sideways
- Choose your stopping technique before the ball arrives - hands, feet, or body
- Soft hands absorb the ball's energy like catching an egg
- Firm foot contact creates a wall that stops balls completely
- Body positioning is more important than which part you use to stop
- Practice makes progress - every attempt teaches us something new
Common Misconceptions
- Students think they must always use hands to stop balls - teach that feet and body can be just as effective
- Belief that harder contact stops balls better - demonstrate that soft, controlled contact works better
- Assumption that standing still is best - show that moving to get in position is essential
- Thinking that one stopping method works for all situations - help them understand different techniques for different contexts
- Misconception that ball games are only about winning - emphasise skill development and improvement
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular positive feedback, movement breaks built into structure
dyspraxia
- Slower ball rolling speed, larger equipment, extra practice time, simplified movement patterns, peer support partnerships
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zone available, consistent verbal cues and expectations
visual impairment
- Use bright coloured balls and verbal descriptions of ball direction, buddy system for spatial guidance, tactile markers for boundaries
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written instructions on cards, visual scoring systems
physical disability
- Modified stopping positions (seated/supported), larger/softer balls, reduced distances, alternative scoring methods
Cross-Curricular Links
English
Following verbal instructions, descriptive language about movement, discussion and reflection vocabulary development
Maths
Counting points in games, measuring distances with 'big steps', understanding of 2-metre goals and spatial relationships
Science
Forces and motion - how balls roll and stop, understanding friction between ball and different body parts, momentum and energy transfer
PSHE
Taking turns, fair play, supporting teammates, managing emotions during competitive activities, resolving disagreements positively
Teacher Guidance
Positioning
Move around perimeter during partner work to observe all students, central position for demonstrations
Observation Focus
Watch for correct tracking, body positioning, and stopping technique improvement throughout lesson
Intervention Points
Step in if students struggling with basic concepts, unsafe ball handling, or negative interactions during games
Demonstration Notes
Use slow, exaggerated movements for technique demonstration, select students with good technique to demonstrate to others, always show correct vs incorrect technique for clarity
Verbal Cues
- •'Eyes on the ball!' for tracking reminders
- •'Quick feet to get behind the ball!' for positioning
- •'Soft hands like catching an egg!' for gentle stopping
- •'Strong feet like a wall!' for firm foot stopping
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, suitable for running and ball activities
Surface Check
Flat, non-slip surface free from water, obstacles, or trip hazards
Equipment Safety
Safety Checks
- •Check tennis balls are in good condition without cracks
- •Ensure cones have no sharp edges or damage
- •Playground balls properly inflated but not over-inflated
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips and falls during quick directional changes
- •Ball strikes to face or body during stopping practice
Risk Mitigation
- •Clear boundaries established with adequate spacing between pairs/groups
- •Emphasis on controlled movements and awareness of others
- •Balls kept low during rolling - no throwing allowed
- •Progressive skill building from static to dynamic activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during ball tag activity
- •Monitor partner work closely during skill development
- •Watch for safe ball handling during competitive games
Emergency Procedures
Stop activity immediately on safety signal, assess any injuries, apply appropriate first aid, record incident if required