Lesson 5 - Catching Skills
Ball Mastery Techniques
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
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How can we use our hands, eyes and feet together to catch a ball successfully?
Learning Objectives
- To develop two-handed catching technique with increased accuracy
- To catch balls both after one bounce and without a bounce
- To apply catching skills in partner activities and simple games
Key Outcomes
- Students will demonstrate improved catching technique using two hands with wide fingers
- Students will successfully catch balls from different heights and distances
- Students will work cooperatively with a partner to complete catching challenges
Equipment & Resources Required
Scattered around teaching area perimeter for easy access
Alternative: Tennis balls, bean bags for beginners
Placed around area with 3-metre spacing between each
Alternative: Cones, chalk circles, rope circles
Available for advanced students requiring extra challenge
Alternative: Tennis balls, soft play balls
Key Vocabulary
Using hands to stop and control a moving ball
Feet shoulder-width apart, knees bent, hands ready
Spreading fingers apart to create a larger catching surface
Following the ball with your eyes as it moves
Throwing the ball below shoulder height with an underhand motion
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and control
- Understanding of personal space
- Simple throwing and rolling skills
Current Skills
- Two-handed catching technique
- Tracking moving objects with eyes
- Positioning body for successful catches
Next Steps
- Catching while running at speed
- One-handed catching for advanced students
- Catching in competitive game situations
Milestone Indicators
Key Teaching Points
- Always watch the ball from release to catch
- Use two hands with wide fingers to create large catching surface
- Maintain ready position with feet shoulder-width apart and knees bent
- Move feet to position body in line with incoming ball
- Pull ball into body after catching for secure control
- Communicate with partner - check they're ready before throwing
- Practice makes permanent - focus on technique over speed
Common Misconceptions
- Students think they should catch with fingertips only - teach cupped hands
- Belief that looking away will help them catch - emphasise continuous ball watching
- Assumption that standing still is best - teach importance of moving to ball
- Thinking harder throws are better - emphasise gentle, accurate passes
- Misconception that one-handed catching is easier - reinforce two-handed technique
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use movement breaks, offer specific role assignments
dyspraxia
- Use larger balls initially, provide extra practice time, break down movements into smaller steps, offer hand-over-hand guidance
autism spectrum
- Provide clear visual schedule, maintain consistent routines, offer quiet practice space, use social stories for partner work
visual impairment
- Use brightly coloured balls, provide verbal descriptions of ball position, utilise sound-making balls where available
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards
physical disability
- Adapt catching height, use larger/lighter balls, allow seated catching practice, modify distance requirements
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movement, communication in partner work
Science
Understanding forces in ball flight, gravity effects on bouncing, eye-hand coordination
PSHE
Cooperation and teamwork, handling success and failure positively, supporting others' learning
Teacher Guidance
Positioning
Move around perimeter for optimal view of all students, position centrally during demonstrations
Observation Focus
Watch for proper catching technique, eye contact with ball, and safe spacing
Intervention Points
Step in if students show poor technique, unsafe behaviour, or need confidence building
Demonstration Notes
Always demonstrate from position where all students can see, use slow motion for technique, involve students in demonstrations
Verbal Cues
- •'Watch the ball!'
- •'Catching hands ready!'
- •'Soft knees, wide fingers!'
- •'Move your feet to the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area, preferably indoor hall or outdoor hard court
Surface Check
Dry, non-slip surface free from debris and obstacles
Equipment Safety
Safety Checks
- •Check balls are properly inflated and free from damage
- •Ensure hoops lie flat and have no sharp edges
- •Confirm adequate equipment for class size
Risk Management
Key Risks
- •Ball strikes to face or body
- •Collisions between students during movement
- •Slips and falls during direction changes
Risk Mitigation
- •Emphasise gentle throws and controlled movements
- •Maintain adequate spacing between students and pairs
- •Use appropriate ball size and type for age group
- •Clear communication of boundaries and movement patterns
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during activities
- •Monitor closely during partner work for cooperation
- •Watch for students struggling and provide immediate support
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school office if necessary