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Lesson 1 - Rolling for Accuracy

Ball Control Basics

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Year 2

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Striking & Fielding

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Big Question

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

Cones

Place around perimeter for warm-up, then use for gates and targets

Alternative: Plastic bottles, bean bags, small hoops

Tennis Balls

30 (1 per student)

Store in basket at centre of area for easy collection

Alternative: Foam balls, bean bags for easier handling

Balls

Available for students needing easier equipment

Alternative: Small soft balls, fabric squares

Key Vocabulary

Rolling

Sending a ball along the ground towards a target using a smooth underarm action

Target

The object or area you are aiming to hit with the ball

Accuracy

Being able to send the ball exactly where you want it to go

Technique

The correct way to perform a skill for the best results

Balance

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

Consistent hand pointing towards target

Stepping forward with opposite foot naturally

Ball travelling in straight line to target

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