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Lesson 2 - Side Skill Development

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 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

Softballs

1 per pair (15)

Place in central basket for easy distribution

Alternative: Bean bags, tennis balls, playground balls

Cones

8-10

Mark practice areas 3 metres apart

Alternative: Markers, spots

Benches

4-6

Set at comfortable height for Year 2 children

Alternative: Rope between chairs, PE mats stood upright

Game Balls

5-8

For children needing support with catching

Alternative: Playground balls, beach balls

Key Vocabulary

Dominant

The side of your body that feels stronger and more natural to use

Non-dominant

The side of your body that feels less natural and requires more effort to control

Twist and throw

Turning your body to one side before releasing the ball towards your target

Follow through

Continuing the throwing movement after releasing the ball

Rally

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

Consistent preference for one side when throwing

Improved accuracy with dominant side

Clear understanding of body positioning

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