Lesson 1 - Rolling for Accuracy
Ball Control Basics
•Year 2
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we improve our accuracy when rolling a ball to hit targets?
Learning Objectives
- To be able to roll a ball accurately towards a target
- To develop hand-eye coordination through rolling activities
- To understand the importance of body positioning in accurate rolling
Key Outcomes
- Students will successfully roll a ball to hit a target from 4 metres
- Students will demonstrate correct rolling technique with consistent accuracy
- Students will explain how body position affects ball accuracy
Equipment & Resources Required
Place around perimeter for warm-up, then use for gates and targets
Alternative: Plastic bottles, bean bags, small hoops
Store in basket at centre of area for easy collection
Alternative: Foam balls, bean bags for easier handling
Available for students needing easier equipment
Alternative: Small soft balls, fabric squares
Key Vocabulary
Sending a ball along the ground towards a target using a smooth underarm action
The object or area you are aiming to hit with the ball
Being able to send the ball exactly where you want it to go
The correct way to perform a skill for the best results
Staying steady and controlled during movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of personal space
- Simple throwing and catching movements
Current Skills
- Accurate ball rolling technique
- Target aiming skills
- Partner cooperation in ball games
Next Steps
- Rolling at moving targets
- Using rolling in striking and fielding games
- Advanced accuracy challenges
Milestone Indicators
Key Teaching Points
- Point your throwing hand towards the target for accuracy
- Step forward with the opposite foot to your throwing hand for balance
- Release the ball low to keep it rolling on the ground
- Use wide fingers for better ball control and handling
- Keep your eyes on the ball throughout catching and rolling
- Two hands provide better control for stopping balls
- Quality technique is more important than speed or power
Common Misconceptions
- Students think rolling harder automatically means more accurate - teach controlled power
- Many students step with the same-side foot instead of opposite - emphasise this key technique
- Students often release the ball too high causing bouncing - stress low release point
- Some students think one-handed catching is sufficient - always encourage two hands
- Students may focus only on hitting targets, ignoring technique - emphasise process over outcome
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and rules, regular movement breaks, positive behaviour reinforcement
dyspraxia
- Larger, slower-moving balls, simplified movement patterns, extra practice time, breaking skills into smaller steps
autism spectrum
- Clear routine established, visual schedule of activities, quiet zone available if needed, consistent language and signals
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, use buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written or picture cards for key points
physical disability
- Seated rolling variations, use of ramps or modified equipment, adjusted distances and target sizes
Cross-Curricular Links
Science
Forces and motion, friction between ball and surface, trajectory and gravity effects on rolling balls
Geography
Direction and compass points, spatial awareness, mapping movement around area
PSHE
Cooperation and teamwork, resilience when missing targets, celebrating others' success, fair play
Teacher Guidance
Positioning
Stand where all students can see and hear clearly, move around during activities to provide individual feedback
Observation Focus
Watch for correct stepping technique, accurate pointing, and appropriate rolling power
Intervention Points
Step in when students struggle with technique, safety issues arise, or negative behaviour affects others
Demonstration Notes
Use exaggerated movements for clarity, show both correct and incorrect technique for comparison, involve students in demonstrations
Verbal Cues
- •'Point to your target!'
- •'Step with your opposite foot!'
- •'Low and slow for rolling!'
- •'Watch the ball!'
- •'Two hands to catch!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor hall or outdoor area, clear of obstacles and trip hazards
Surface Check
Non-slip surface, dry conditions, no loose equipment or debris in activity area
Equipment Safety
Safety Checks
- •Tennis balls in good condition with no cracks or damage
- •Cones with no sharp edges or broken parts
- •Equipment stored safely when not in use
- •Bean bags checked for secure stitching
Risk Management
Key Risks
- •Collision between students during movement activities
- •Slips on balls left on floor
- •Strain from incorrect rolling technique
- •Equipment thrown rather than rolled
Risk Mitigation
- •Clear boundaries and personal spaces established
- •Controlled equipment distribution and collection
- •Progressive skill building with proper technique emphasis
- •Constant supervision during all activities
- •Regular safety reminders throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during activities
- •Move around groups during partner work
- •Monitor equipment handling throughout lesson
- •Watch for fatigue affecting technique or behaviour
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if needed