Lesson 2 - Side Skill Development
Racquet Skills & Control
•Year 2
•Sending and Receiving
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How can we discover which side of our body is strongest and most skilful for sending and catching?
Learning Objectives
- Identify which hand is dominant and non-dominant in sending activities
- Develop accurate sending technique using both sides of the body
- Apply dominant and non-dominant awareness in modified games
Key Outcomes
- Students will be able to identify their preferred throwing side
- Students will demonstrate improved accuracy when using their dominant side
- Students will understand the difference between dominant and non-dominant movements
Equipment & Resources Required
Place in central basket for easy distribution
Alternative: Bean bags, tennis balls, playground balls
Mark practice areas 3 metres apart
Alternative: Markers, spots
Set at comfortable height for Year 2 children
Alternative: Rope between chairs, PE mats stood upright
For children needing support with catching
Alternative: Playground balls, beach balls
Key Vocabulary
The side of your body that feels stronger and more natural to use
The side of your body that feels less natural and requires more effort to control
Turning your body to one side before releasing the ball towards your target
Continuing the throwing movement after releasing the ball
Keeping the ball going back and forth between partners without stopping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Simple throwing and catching
- Understanding of left and right
Current Skills
- Dominant side identification
- Twist and throw technique
- Body awareness in sending
Next Steps
- Single-handed sending techniques
- Advanced rally skills
- Racquet sport preparation
Milestone Indicators
Key Teaching Points
- Two-handed grip with palms facing partner for proper ball control
- Clear body twist before throwing to generate power and accuracy
- Follow through towards target to ensure ball direction
- Allow ball to bounce once before catching to develop timing
- Encourage exploration of both sides without pressure to perform equally
- Connect learning to real-world applications in racquet sports
- Celebrate individual differences in dominant side preferences
Common Misconceptions
- Children thinking they must be equally good with both sides - explain dominance is natural
- Believing only right-handed people can be good at sports - celebrate left-handed examples
- Thinking dominant side means the other side is useless - emphasise both sides can improve
- Assuming everyone's dominant side is the same as their own - highlight individual differences
- Believing they can't change or improve their non-dominant side with practice
SEN Adaptations
ADHD
- Break instructions into smaller steps, provide frequent movement opportunities, use clear signals for attention, celebrate small achievements
dyspraxia
- Use larger equipment for easier handling, allow extra practice time, break down movements into smaller components, provide individual support
autism spectrum
- Provide clear structure and routine, use visual schedules, allow for sensory breaks, maintain consistent partner pairings
visual impairment
- Use brightly coloured balls, provide verbal descriptions of all movements, pair with sighted partner for guidance, use tactile markers for distances
hearing impairment
- Use clear visual demonstrations, written instruction cards, hand signals for communication, ensure face-to-face instruction
physical disability
- Adapt throwing technique for individual capabilities, use lighter balls or alternative equipment, modify distances, provide seated options if needed
Cross-Curricular Links
English
Vocabulary development with technical terms, following and giving instructions, describing physical feelings and experiences
Maths
Counting successful rallies, measuring distances between partners, understanding concepts of left and right direction
Science
Understanding body parts and their functions, exploring how muscles work differently on each side, concepts of force and motion in throwing
PSHE
Understanding individual differences, working cooperatively with others, building self-awareness and confidence
Teacher Guidance
Positioning
Move between pairs during practice, position at centre during game play for maximum visibility
Observation Focus
Watch for correct technique development, note individual dominant side preferences, monitor cooperation between partners
Intervention Points
Step in if technique breaking down, support children struggling with concept understanding, ensure safety maintained
Demonstration Notes
Always demonstrate technique slowly first, then at normal speed. Show both left and right sides to acknowledge all learners. Use exaggerated movements to make key points clear.
Verbal Cues
- •'Twist your whole body first!'
- •'Both hands on the ball!'
- •'Follow through to your partner!'
- •'Which side feels more comfortable?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area with additional space around nets/benches
Surface Check
Even, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Foam balls checked for wear and appropriate size
- •Benches/nets stable and positioned safely
- •Cones placed securely without sharp edges
Risk Management
Key Risks
- •Ball collisions between pairs
- •Tripping over nets or benches
- •Overexertion in throwing activities
- •Collisions during partner work
Risk Mitigation
- •Clear boundaries established between practice areas
- •Appropriate ball weight for age group
- •Progressive skill building from simple to complex
- •Constant supervision during all activities
- •Regular checks on throwing force and technique
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during practice
- •Monitor net areas during game play
- •Watch for signs of fatigue or frustration
- •Ensure equipment is used appropriately
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, notify school procedures if needed