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Lesson 2 - Receiving Rolling Balls

Ball Mastery Techniques

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Year 2

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Sending and Receiving

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Big Question

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

Tennis Balls

15 (1 per 2 students)

Store in equipment bag for easy distribution

Alternative: Bean bags, small playground balls

Cones

Scatter around playing area and create squares of 4

Alternative: Markers, hoops, spots

Balls

Use for students who need easier option

Alternative: Larger soft play balls

Key Vocabulary

Tracking

Following the ball with your eyes from start to finish

Body behind ball

Moving your whole body to get in line with where the ball is going

Eye contact

Looking directly at your partner before sending the ball

Wide fingers

Spreading your fingers apart to make a bigger catching surface

Receiving

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

Consistent eye contact with ball throughout its journey

Feet moving to position body behind ball path

Successful stops in 7 out of 10 attempts

Clear communication with partner before sending

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