Lesson 1 - Rolling Towards Targets
Ball Mastery Techniques
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
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How can we use our whole body to send a ball accurately to where we want it to go?
Learning Objectives
- To be able to roll a ball accurately towards a target
- To understand how to receive a ball safely using proper technique
- To recognise and describe changes in the body during physical activity
Key Outcomes
- Students will demonstrate the correct rolling technique with opposite foot forward
- Students will successfully hit targets from varying distances
- Students will work cooperatively with partners to send and receive balls
- Students will articulate how their body feels during exercise
Equipment & Resources Required
Distribute around area perimeter before lesson
Alternative: Bean bags, soft balls, or foam balls for safety
Use for targets, gates, and area boundaries
Alternative: Plastic bottles, bean bags, or markers
For demonstration and easier activities
Alternative: Large soft ball or beach ball
Key Vocabulary
Sending a ball along the ground using an underarm action
The object or area we are aiming for
The foot that is different from your throwing hand - left foot for right hand
Catching or stopping a ball safely with control
Sending the ball exactly where you want it to go
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of personal space
- Can hold and carry a ball safely
- Understands simple instructions and can work with a partner
Current Skills
- Rolling technique with opposite foot forward
- Accurate targeting from different distances
- Safe receiving technique with two hands
- Moving to intercept rolling balls
Next Steps
- Rolling with non-dominant hand
- Underarm throwing techniques
- Catching balls at different heights
- Game application with simple rules
Milestone Indicators
Key Teaching Points
- Opposite foot forward when rolling - this is the foundation of good technique
- Point your hand at the target on release - improves accuracy significantly
- Watch the ball all the way to your hands when receiving
- Use two hands to stop the ball safely and securely
- Move your feet to get in line with the ball when receiving
- Work cooperatively with partners - success depends on both people
- Quality over speed - accurate technique is more important than rushing
Common Misconceptions
- Using same foot as rolling hand (correct with clear demonstration and practice)
- Thinking harder throw equals more accurate (emphasise technique over power)
- Standing still when ball comes to the side (teach active receiving movement)
- Using one hand to catch (reinforce two-handed safety)
- Believing receiving is just catching (explain moving to intercept)
- Thinking exercise only makes you tired (discuss positive body changes)
SEN Adaptations
ADHD
- Short activity bursts, clear movement boundaries, regular positive feedback, movement breaks as needed
dyspraxia
- Larger equipment for easier handling, break down skills into smaller steps, extra demonstration time, peer support
autism spectrum
- Clear visual boundaries, consistent routines, quiet space available if needed, advance warning of changes
visual impairment
- Use bright coloured balls and cones, provide verbal descriptions of setup, buddy system for guidance
hearing impairment
- Use visual demonstrations and gestures, written instructions on board, tap shoulder for attention
physical disability
- Seated rolling from chair, use of larger/softer balls, modified distances and targets
Cross-Curricular Links
Maths
Counting successful passes, measuring distances to targets, angles and direction
Science
Forces and motion, understanding how exercise affects heart rate and breathing
Geography
Directions and spatial awareness, mapping movement around the area
PSHE
Cooperation and teamwork, resilience when facing challenges, celebrating others' success
Teacher Guidance
Positioning
Move around the area to observe all students, position centrally during demonstrations
Observation Focus
Watch for correct foot placement, pointing action, two-handed receiving, and cooperation
Intervention Points
Step in when students struggle with technique, safety concerns arise, or partnership issues develop
Demonstration Notes
Use clear, exaggerated movements for technique demonstration, involve students in showing good examples
Verbal Cues
- •'Opposite foot forward!'
- •'Point at your target!'
- •'Watch the ball!'
- •'Two hands to stop!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area, minimum 20m x 30m for 30 students
Surface Check
Dry, even surface free from hazards, indoor or outdoor suitable
Equipment Safety
Safety Checks
- •Check tennis balls are not split or damaged
- •Ensure cones have no sharp edges or cracks
- •Store equipment safely around area perimeter
Risk Management
Key Risks
- •Ball strikes to face or body
- •Collisions between students moving with balls
- •Slips when bending to collect balls
- •Trips over cones or equipment
Risk Mitigation
- •Clear boundaries and adequate spacing between pairs
- •Emphasise controlled rolling along ground only
- •Teach safe bending technique for ball collection
- •Regular reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around area to monitor technique and safety
- •Pay special attention during partner activities
- •Watch for safe equipment handling
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed, ensure other students are safe