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Lesson 8 - Coordination in Ball Skills

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 ball effectively in various situations?

Learning Objectives

To show co-ordination and control in a variety of ball skills
To work effectively with a partner when using ball skills
To demonstrate understanding of how to control a ball with different parts of the body

Key Outcomes

Students will apply different ball skills in different situations with improved control
Students will work co-operatively with partners during ball skill activities
Students will demonstrate understanding of ball control techniques using hands and feet

Equipment & Resources Required

Cones

Used for station boundaries and target goals

Alternative: Markers, bean bags, or PE spots

Softballs

One per group for passing station

Alternative: Size 3 footballs or soft play footballs

Balls

Distributed across multiple stations

Alternative: Basketball-sized rubber balls or netballs

Tennis Balls

For precision rolling activities

Alternative: Foam balls or cricket balls

Key Vocabulary

Co-ordination

Using different parts of your body together smoothly and effectively

Control

Keeping the ball where you want it to go using gentle touches

Dribbling

Moving the ball along the ground using small pushes with hands or feet

Communication

Talking to your partner to help them know when you are ready

Soft touch

Using gentle contact with the ball to maintain control

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching skills
Simple dribbling with hands and feet
Working in pairs and small groups

Current Skills

Co-ordinated ball skills using different body parts
Control and accuracy in ball manipulation
Effective partner work and communication

Next Steps

More complex ball skill combinations
Competitive ball games with rules
Advanced passing and receiving techniques

Milestone Indicators

Consistent ball control with minimal bounces

Smooth transitions between different ball skills

Clear communication during partner activities

Key Teaching Points

Soft touches create better control than hard hits or kicks
Ready position with hands out and eyes tracking the ball improves catching success
Communication ('Ready!', 'Here!') helps partners work together effectively
Different ball skills require different techniques - adapt your approach
Encouragement and support help everyone improve their skills
Practice and repetition lead to better coordination and control
Working together as a team makes activities more successful and enjoyable

Common Misconceptions

Misconception: 'Harder kicks and throws are always better' - Correction: Explain and demonstrate how gentle, controlled movements give better accuracy and control
Misconception: 'I don't need to communicate with my partner' - Correction: Show examples of successful partnerships using clear communication vs. silent partnerships
Misconception: 'I should look down at the ball all the time' - Correction: Practice looking up while maintaining control, explain spatial awareness benefits
Misconception: 'Different balls all work the same way' - Correction: Compare how tennis balls, footballs, and playground balls require different techniques
Misconception: 'I can't help others because I'm still learning' - Correction: Show how encouragement and support help everyone, regardless of skill level

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use movement breaks, give specific roles and responsibilities, use positive reinforcement frequently

dyspraxia

Use larger, softer balls, allow more practice time, break skills into smaller steps, provide hand-over-hand guidance if needed, celebrate effort over outcome

autism spectrum

Provide clear visual schedule of activities, allow sensory breaks if needed, use consistent routines, offer quiet alternative space if overwhelmed

visual impairment

Use brightly coloured balls and equipment, provide verbal descriptions of all demonstrations, pair with sighted buddy, use textured balls for better grip awareness

hearing impairment

Use clear visual demonstrations, hand signals for start/stop, written instruction cards at stations, ensure face-to-face communication

physical disability

Modify activities for wheelchair users (seated catches, rolling instead of bouncing), use lighter balls, reduce distances, provide alternative success criteria

Cross-Curricular Links

English

Following multi-step instructions, using descriptive language for techniques, communication and listening skills with partners

Maths

Counting successful catches, measuring distances between cones, timing activities (10 seconds), spatial awareness and positioning

Science

Forces and motion in ball movement, gravity affecting ball bounce, friction between ball and surface, body coordination and balance

PSHE

Cooperation and teamwork, supporting and encouraging others, building confidence and resilience, celebrating achievements

Teacher Guidance

Positioning

Central position during demonstrations, rotating between stations during carousel, edge of circle during group activities for maximum visibility

Observation Focus

Look for: soft touches in ball control, ready position for catching, communication between partners, safe movement around equipment

Intervention Points

Step in when: technique is unsafe, students are struggling with cooperation, equipment is being misused, or learning objectives are not being met

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Use students to demonstrate good examples. Show common mistakes and how to correct them. Make eye contact with all students during demonstrations.

Verbal Cues

•'Soft touches, keep it close!'
•'Ready position - hands out, eyes on the ball!'
•'Communicate - let your partner know you're ready!'
•'Great control! I can see you're really thinking about your technique!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground area, minimum 20m x 15m for 30 students

Surface Check

Non-slip surface, free from water, debris, or hazards, suitable for running and ball activities

Equipment Safety

Safety Checks

•Check all balls are properly inflated and free from damage
•Ensure cones have no sharp edges or cracks
•Verify adequate grip on balls for safe catching
•Count equipment at start and end of lesson

Risk Management

Key Risks

•Ball-related injuries from poor catching or throwing
•Collisions during movement between stations
•Slips and falls during dynamic activities
•Overcrowding at stations leading to accidents

Risk Mitigation

•Clear boundaries established at each station with adequate spacing
•Proper demonstration of all techniques before practice
•Controlled group sizes (maximum 3 per station)
•Clear stop signals and emergency procedures established
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all five stations during carousel
•Move between stations regularly to monitor technique and safety
•Watch for fatigue and adjust activity intensity accordingly
•Ensure clear pathways between stations during rotations

Emergency Procedures

Immediate stop signal (whistle + raised hand), assess any injuries, provide appropriate first aid, contact office if medical attention needed