Lesson 1 - Anticipating Ball Flight
Racquet Skills & Control
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
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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
Distributed around equipment area for easy collection
Alternative: Bean bags, foam balls, tennis balls
Size appropriate for Year 2 students
Alternative: Table tennis bats, short tennis racquets, hand paddles
For marking court boundaries and playing areas
Alternative: Chalk for marking, spot markers
Approximately 1 metre high for net games
Alternative: Benches, rope between cones, chalk lines
Key Vocabulary
To predict where the ball will go before it gets there
The route the ball takes through the air
Balanced stance on toes, ready to move quickly in any direction
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
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