Lesson 2 - Rolling to Target
Ball Control Basics
•Year 2
•Ball Skills
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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
Distributed around teaching area as targets and gates
Alternative: Markers, bean bags, skittles for targets
Size 4 playground balls ideal for Year 2 hands
Alternative: Tennis balls, foam balls, larger balls for support
Key Vocabulary
To move the ball along the ground using your hands
Something you are aiming to hit with your ball
Being able to hit exactly where you are aiming
The foot that is different from your rolling hand
The ends of your fingers used for ball control
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
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