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Lesson 6 - Striking and Punting Skills

Confident Movers & Challenges

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Year 2

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Fundamental Movement Skills

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1h 13min

Big Question

How can we strike and punt a ball accurately using different body parts and techniques?

Learning Objectives

To develop striking skills using various body parts with accuracy and control
To learn proper punting technique with head still and laces contact
To apply striking skills in cooperative and competitive game situations

Key Outcomes

Students will demonstrate accurate striking using hands, feet, and head
Students will execute punts with proper technique and timing
Students will work cooperatively to keep objects airborne using striking skills

Equipment & Resources Required

Balloon Balls

1 per 2 students (15)

Distributed around activity area perimeter

Alternative: Large soft balls, beach balls

Cones

20 (4 different colours)

Used for goals and assessment stations

Alternative: Markers, bean bags

Music Player

Positioned where all students can hear clearly

Alternative: Whistle for commands

Key Vocabulary

Punting

Kicking a ball directly from your hands before it touches the ground

Laces

The top part of your foot covered by shoe laces, used for powerful accurate kicks

Striking

Hitting a ball with force using different parts of the body

Tracking

Following the ball with your eyes to predict where it will go

Ready Position

Balanced stance with knees bent, ready to move in any direction

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching skills
Simple striking movements with hands
Understanding of personal space and safety

Current Skills

Multi-part body striking techniques
Punting from hands with proper form
Cooperative striking in group activities

Next Steps

Advanced striking in moving game situations
Tactical use of different striking techniques
Creating and leading striking-based games

Milestone Indicators

Consistent eye-ball tracking during striking

Balanced position before making contact

Smooth punting action with head stability

Key Teaching Points

Strike through the ball with firm contact, don't just tap it gently
Keep eyes tracking the ball throughout all striking movements
Position body behind the ball before attempting to strike
For punting, drop the ball and strike with laces before ground contact
Maintain head stillness during punting for accuracy and control
Work cooperatively and encourage partner's attempts positively
Get into ready position early when receiving balls from partners

Common Misconceptions

Thinking harder strikes are always better - emphasise control and accuracy over power
Believing only feet should be used for ball games - show value of multi-body part striking
Assuming punting is just throwing with feet - explain the specific drop and kick technique
Thinking individual skill is more important than teamwork - highlight cooperative success
Believing mistakes mean failure - frame errors as learning opportunities

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, offer movement breaks between activities, use immediate positive feedback

dyspraxia

Use larger equipment, reduce complexity of movements initially, provide extra practice time, offer physical guidance for technique development

autism spectrum

Provide clear structure and routine, use visual schedule cards, allow for sensory breaks, maintain predictable activity sequences

visual impairment

Use brightly coloured balls with bells inside, provide verbal descriptions of all activities, assign sighted buddy for guidance and safety

hearing impairment

Use visual demonstrations extensively, provide written instruction cards, use hand signals for common commands, ensure face-to-face communication

physical disability

Adapt striking activities for seated position, use larger lighter balls, modify distances, provide alternative roles like scorekeeper or coach

Cross-Curricular Links

English

Following complex instructions, using descriptive language for movement, listening skills during Musical Instructions game, communication during partner work

Maths

Counting consecutive strikes and catches, measuring distances for kicking, timing activities in seconds, recording group scores and improvement

Science

Understanding forces in striking and punting, exploring how different body parts create different ball movements, observing cause and effect in ball trajectories

PSHE

Building cooperation and teamwork skills, developing resilience when facing challenges, showing respect for others' abilities, celebrating different types of achievement

Teacher Guidance

Positioning

Move around the activity area to observe all students, position in corners for maximum visibility during demonstrations

Observation Focus

Watch for proper striking technique, safe spatial awareness, positive cooperation, and progressive skill development

Intervention Points

Step in if students struggling with technique, unsafe behaviour observed, or negative interactions occurring

Demonstration Notes

Use exaggerated movements for clarity, involve students in demonstrations, repeat key teaching points, ensure all students can see clearly

Verbal Cues

•'Eyes on the ball!'
•'Get your body behind the ball!'
•'Strike through, don't just touch!'
•'Great teamwork!'
•'Keep your head still when punting!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 20m x 30m with clear boundaries

Surface Check

Even, non-slip surface free from obstacles, checked for any hazards before activity

Equipment Safety

Safety Checks

•Check balloon balls are properly inflated but not over-inflated
•Ensure cones have no sharp edges or cracks
•Verify music equipment volume is appropriate

Risk Management

Key Risks

•Collisions during movement activities
•Slips during direction changes
•Contact during striking activities
•Overexertion during continuous activities

Risk Mitigation

•Clear boundaries and pathways established before activities
•Adequate spacing maintained between students and pairs
•Progressive skill building from simple to complex
•Regular safety reminders during activities
•Appropriate equipment for age and ability

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas closely
•Watch for signs of fatigue or frustration
•Ensure inclusive participation

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required