Lesson 2 - Receiving Rolling Balls
Ball Mastery Techniques
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our body to track and stop a moving ball safely?
Learning Objectives
- To be able to receive a rolling ball with control
- To demonstrate body positioning behind the ball
- To track a ball visually while moving to intercept
Key Outcomes
- Students will successfully stop rolling balls using appropriate body positioning
- Students will demonstrate eye tracking skills when receiving balls
- Students will communicate effectively with partners through eye contact
Equipment & Resources Required
Store in equipment bag for easy distribution
Alternative: Bean bags, small playground balls
Scatter around playing area and create squares of 4
Alternative: Markers, hoops, spots
Use for students who need easier option
Alternative: Larger soft play balls
Key Vocabulary
Following the ball with your eyes from start to finish
Moving your whole body to get in line with where the ball is going
Looking directly at your partner before sending the ball
Spreading your fingers apart to make a bigger catching surface
Safely stopping and controlling a ball that comes to you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous lessons
- Understanding of personal space and awareness
- Simple rolling technique introduced in Lesson 1
Current Skills
- Visual tracking of moving objects
- Body positioning behind the ball
- Hand-eye coordination for stopping
- Communication through eye contact
Next Steps
- Catching thrown balls at different heights
- Receiving balls while moving
- More complex passing patterns
Milestone Indicators
Key Teaching Points
- Keep eyes on the ball from start to finish (tracking)
- Move feet to position body behind the ball's path
- Make clear eye contact with partner before sending
- Use wide fingers when stopping with hands
- Communication and cooperation are as important as skill
Common Misconceptions
- Standing still and waiting for ball to come (need to move to intercept)
- Only using hands when whole body can help stop ball initially
- Rushing throws instead of rolling (maintain control over speed)
- Focusing only on self rather than communicating with partner
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, immediate positive feedback for focus
dyspraxia
- Larger equipment, simplified movement patterns, extra practice time, peer support
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use bright coloured balls, verbal descriptions of ball position, tactile markers for cone positions
hearing impairment
- Clear visual demonstrations, hand signals for communication, visual cues for timing
physical disability
- Seated receiving practice, larger balls for easier handling, adapted distances and targets
Cross-Curricular Links
English
Following multi-step instructions, descriptive vocabulary for movements, communication through eye contact
Maths
Counting successful passes, measuring distances between partners, shapes (making squares with cones)
Science
Forces and motion of rolling balls, friction between ball and surface, hand-eye coordination
PSHE
Communication skills, cooperation and teamwork, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter to observe all pairs/groups, central position for demonstrations
Observation Focus
Watch for tracking skills, body positioning, communication between partners
Intervention Points
Step in when technique breaking down, safety concerns, or negative interactions
Demonstration Notes
Use slow-motion demos for key skills, exaggerate movements for clarity, involve confident students as models
Verbal Cues
- •'Eyes on the ball like a detective!'
- •'Move your feet to get behind the ball!'
- •'Make eye contact before you roll!'
- •'Wide fingers like a goalkeeper!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear space, indoor hall or outdoor playground
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Tennis balls checked for damage and correct pressure
- •Cones inspected for cracks or sharp edges
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions between moving students
- •Balls rolling into other areas
- •Slips and falls during quick movements
Risk Mitigation
- •Clear boundaries and spacing guidelines
- •Controlled movement speeds in confined areas
- •Regular safety reminders during activities
- •Adequate rest periods between high-energy activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move between groups during activities
- •Monitor for fatigue and frustration levels
Emergency Procedures
Stop activity immediately, assess situation, apply first aid if needed, contact school office if required