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Lesson 2 - Rolling to Target

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 we roll a ball accurately to hit different types of targets?

Learning Objectives

To be able to roll a ball to hit a stationary target with accuracy
To develop coordination when rolling towards moving targets
To recognise changes in the body during physical activity

Key Outcomes

Students will demonstrate improved accuracy when rolling balls to targets
Students will show better coordination and technique in ball rolling
Students will be able to describe how their body feels during exercise

Equipment & Resources Required

Cones

Distributed around teaching area as targets and gates

Alternative: Markers, bean bags, skittles for targets

Balls

30 (1 per student)

Size 4 playground balls ideal for Year 2 hands

Alternative: Tennis balls, foam balls, larger balls for support

Key Vocabulary

Roll

To move the ball along the ground using your hands

Target

Something you are aiming to hit with your ball

Accuracy

Being able to hit exactly where you are aiming

Opposite foot

The foot that is different from your rolling hand

Fingertips

The ends of your fingers used for ball control

Gate

A space between two cones that you roll the ball through

Skill Progression Pathway

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

Prior Learning

Basic ball handling and control skills
Understanding of personal space
Following simple instructions in PE

Current Skills

Rolling a ball with accuracy towards stationary targets
Coordinating body movement for rolling technique
Tracking and aiming at moving targets

Next Steps

Rolling balls over longer distances
Rolling with both hands for power
Introduction to underarm throwing techniques

Milestone Indicators

Students bend low with opposite foot forward when rolling

Balls reach intended target area 7/10 times

Students can describe body changes during activity

Key Teaching Points

Opposite foot forward is the foundation of accurate rolling technique
Fingertip control provides better ball handling than using palms
Point your rolling hand directly at the target for best accuracy
Bend low when rolling - this improves control and accuracy significantly
When targeting moving objects, aim slightly ahead of where they're going
Gentle, controlled movements are more accurate than powerful throws
Practice and repetition help develop muscle memory for consistent technique

Common Misconceptions

Students think harder rolling equals better accuracy - teach controlled, gentle technique
Many believe same foot forward is correct - emphasise opposite foot for balance
Some think aiming at the person works for moving targets - teach prediction skills
Students may think standing tall is better - demonstrate low body position advantages
Some believe natural ability is fixed - emphasise that practice improves everyone's skills

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, regular movement opportunities, clear boundaries and expectations, positive reinforcement system

dyspraxia

Larger equipment for easier handling, extra practice time for technique, break down skills into smaller steps, celebrate effort over outcome

autism spectrum

Clear routine established for equipment collection, visual schedule of activities, quiet space available if needed, consistent language and expectations

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of target positions, buddy system for spatial awareness

hearing impairment

Clear visual demonstrations of all techniques, use hand signals for game instructions, position close for clear lip reading

physical disability

Seated rolling variations, larger balls for easier handling, shorter distances to targets, adult support as needed

Cross-Curricular Links

English

Following and giving clear instructions, describing techniques and strategies, using subject-specific vocabulary

Maths

Counting successful hits, estimating distances between cones, tracking scores in games, understanding angles and direction

Science

Forces and motion when rolling balls, friction between ball and surface, body systems during exercise, prediction and observation skills

Geography

Directional language (forward, backwards, left, right), spatial awareness, mapping pathways around cones

PSHE

Taking turns fairly, encouraging others, managing emotions during games, cooperation and teamwork skills

Teacher Guidance

Positioning

Move around the area to observe all students, position centrally for demonstrations, ensure clear sightlines during group activities

Observation Focus

Watch for proper rolling technique (opposite foot forward, low body position), monitor accuracy improvement, check partner cooperation and communication

Intervention Points

Step in if rolling technique needs correction, support partnerships struggling with cooperation, ensure fair turn-taking in group games

Demonstration Notes

Show exaggerated technique for visibility - clear foot position, obvious pointing at target, smooth rolling motion. Use students as positive examples when appropriate.

Verbal Cues

•'Opposite foot forward!'
•'Point at your target!'
•'Bend low and roll smooth!'
•'Fingertips for control!'
•'Aim where they're going!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space, suitable for multiple groups and ball rolling activities

Surface Check

Flat, dry surface free from obstacles, suitable for students to sit and move safely

Equipment Safety

Safety Checks

•Check all balls are properly inflated and in good condition
•Ensure cones have no sharp edges or cracks
•Verify adequate quantity for class size

Risk Management

Key Risks

•Collisions between students during movement activities
•Balls rolling into other students' activity areas
•Slips or falls when bending low to roll or collect balls

Risk Mitigation

•Establish clear boundaries and personal space expectations
•Teach safe bending technique with bent knees
•Emphasise gentle rolling not hard throwing throughout
•Monitor group activities for safe participation

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Move around area to check technique and safety
•Monitor group games for appropriate behaviour and inclusion

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, provide appropriate first aid or support as needed, clear protocols for equipment-related injuries