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Lesson 1 - Anticipating Ball Flight

Racquet Skills & Control

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Year 2

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Sending and Receiving

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45 min

Big Question

How can we predict where a ball will go and position ourselves to catch or return it successfully?

Learning Objectives

To anticipate the flight path of a ball and move efficiently to intercept it
To maintain ready position on toes for quick directional movement
To work cooperatively with a partner to score points and track progress

Key Outcomes

Students will demonstrate improved ball tracking and movement skills
Students will show understanding of ready position and quick movement
Students will successfully cooperate with partners in scoring activities

Equipment & Resources Required

Softballs

15 (1 per pair)

Distributed around equipment area for easy collection

Alternative: Bean bags, foam balls, tennis balls

Rackets

15 (one per student)

Size appropriate for Year 2 students

Alternative: Table tennis bats, short tennis racquets, hand paddles

Cones

20-30

For marking court boundaries and playing areas

Alternative: Chalk for marking, spot markers

Barriers

Approximately 1 metre high for net games

Alternative: Benches, rope between cones, chalk lines

Key Vocabulary

Anticipate

To predict where the ball will go before it gets there

Flight path

The route the ball takes through the air

Ready position

Balanced stance on toes, ready to move quickly in any direction

Intercept

To catch or stop the ball during its flight

Skill Progression Pathway

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

Prior Learning

Basic catching and throwing skills
Understanding of personal space
Simple movement in different directions

Current Skills

Ball tracking and flight prediction
Ready position on toes
Quick directional movement
Partner cooperation and scoring

Next Steps

Using implements (racquets/bats) for sending and receiving
More complex game situations with multiple players
Advanced tactics in net games

Milestone Indicators

Student moves towards ball before it arrives at original position

Maintains balanced ready position throughout activity

Communicates effectively with partner during games

Key Teaching Points

Ready position with weight on balls of feet enables quick movement in any direction
Ball tracking from thrower's hand to catching point improves anticipation
Moving towards the ball rather than waiting for it increases success rate
Cooperative throwing creates better learning opportunities than competitive throwing
Communication between partners enhances safety and success
Gradual progression from tracking to catching to scoring builds confidence
Celebration of improvement encourages continued effort and engagement

Common Misconceptions

"I should wait for the ball to come to me" - Correct: Move to meet the ball actively
"Harder throws are better practice" - Correct: Appropriate challenge level maximises learning
"I need to catch every ball to be successful" - Correct: Improvement and effort matter most
"Ready position is just standing still" - Correct: Ready position is active and prepared for movement
"My partner should make it easy for me" - Correct: Partners should provide appropriate challenge

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use immediate feedback, include movement breaks

dyspraxia

Allow extra practice time, use larger equipment, reduce court size, provide additional verbal cues for movement

autism spectrum

Provide clear structure and routine, use visual schedule, offer quiet space if needed, maintain consistent rules

visual impairment

Use bright coloured balls, provide verbal descriptions of ball flight, assign sighted partner for guidance

hearing impairment

Use visual signals for instructions, demonstrate all activities clearly, ensure visual contact for communication

physical disability

Modify court size, allow seated catching, use larger/lighter balls, adjust throwing distances as needed

Cross-Curricular Links

English

Following instructions, communication during partner work, using directional vocabulary, describing movement

Maths

Counting points scored, adding totals, measuring court dimensions, understanding directions (left/right/forward/back)

Science

Understanding forces and motion, ball flight paths, reaction time, body systems during exercise

PSHE

Cooperation and teamwork, supporting others, dealing with challenge and improvement, celebrating achievement

Teacher Guidance

Positioning

Move around perimeter to observe all pairs/groups, position centrally for demonstrations

Observation Focus

Ball tracking skills, ready position maintenance, cooperative behaviour, safety awareness

Intervention Points

Step in when throwing becomes too hard, students lose focus on ball tracking, or safety concerns arise

Demonstration Notes

Use clear, exaggerated movements to show ready position and ball tracking. Demonstrate both correct and incorrect examples for contrast.

Verbal Cues

•'Eyes on the ball!'
•'Get ready... go!'
•'Move your feet!'
•'Work together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area with additional space for multiple small courts

Surface Check

Dry, even surface free from hazards, suitable for quick directional movement

Equipment Safety

Safety Checks

•Soft balls only - check for damage before use
•Cones securely placed and visible
•Nets/barriers at appropriate height and stable
•Racquets/bats size-appropriate and undamaged

Risk Management

Key Risks

•Collisions between students during movement
•Trips over court boundaries or equipment
•Ball strikes to face or body
•Overexertion in warm-up activities

Risk Mitigation

•Clear court boundaries and adequate spacing
•Controlled throwing force throughout activities
•Continuous monitoring of movement intensity
•Clear rules about staying in designated areas

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all courts
•Monitor throwing force and accuracy
•Watch for fatigue during extended activities
•Ensure safe equipment handling and storage

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact school procedures if required