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Lesson 3 - Ball Stopping and Control

Ball Control Basics

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Year 2

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Ball Skills

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45 min

Big Question

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

Cones

60 (various colours if available)

Used for boundaries, goals, and target marking throughout lesson

Alternative: Bean bags, markers, chalk lines for boundaries

Balls

8 (size 4 or 5)

Store in central location for easy access during activities

Alternative: Footballs, netballs, or large tennis balls

Tennis Balls

15 (bright colours preferred)

Distributed around area perimeter for quick collection

Alternative: Bean bags, small playground balls, or foam balls

Key Vocabulary

Track

To follow the ball with your eyes and body as it moves

Body position

Getting your whole body behind the ball to stop it effectively

Control

Stopping and managing the ball smoothly without letting it bounce away

Technique

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

Consistent eye tracking of moving balls

Quick movement to get body behind ball

Successful stopping using preferred technique

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