Lesson 2 - Stopping a Rolling Ball
Ball Control Basics
•Year 2
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we use our bodies like a wall to stop moving balls?
Learning Objectives
- To be able to stop a rolling ball with control and consistency
- To develop tracking skills and body positioning
- To apply stopping skills in simple game situations
Key Outcomes
- Students will demonstrate the ability to stop rolling balls using hands and feet
- Students will show improved ball tracking and anticipation skills
- Students will apply stopping techniques in competitive activities
Equipment & Resources Required
Distributed around perimeter in baskets for easy collection
Alternative: Bean bags, soft balls, or rubber playground balls
Various colours for different activities and boundaries
Alternative: Markers, spots, or hoops
For students needing larger targets during differentiation
Alternative: Large soft balls or foam balls
Key Vocabulary
Following the ball with your eyes from start to finish
Positioning yourself so the ball comes straight towards your body
Bending knees and getting closer to the ground to stop the ball
Collecting and controlling the ball in games
Spreading fingers apart to create a bigger catching area
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance and coordination
- Simple ball handling skills
- Understanding of personal space
Current Skills
- Ball tracking with eyes
- Body positioning behind the ball
- Stopping techniques with hands and feet
Next Steps
- Fielding moving balls from different angles
- Quick return of ball after stopping
- Advanced fielding positions in games
Milestone Indicators
Key Teaching Points
- Keep eyes on the ball from start to finish - tracking is essential
- Get your body behind the ball - don't try to stop from the side
- Bend knees and get low - balls stay on the ground
- Use two hands together with wide fingers for hand stopping
- Move feet quickly to position body correctly
- Stay calm and controlled even in game pressure
- Practice makes progress - celebrate improvement not perfection
Common Misconceptions
- Students think they need to catch balls in the air instead of stopping ground balls
- Belief that stopping with one hand is as effective as two hands
- Assumption that standing tall gives better vision than getting low
- Thinking speed is more important than accuracy in stopping technique
- Misconception that looking where you want to throw is more important than tracking the incoming ball
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries with visual markers, regular movement breaks built in
dyspraxia
- Larger, slower balls, reduced complexity in multi-step activities, extra practice time for coordination
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use bright coloured balls and verbal cues for ball position, buddy system for spatial awareness
hearing impairment
- Visual demonstrations with clear hand signals, written instruction cards for complex activities
physical disability
- Seated stopping activities, modified equipment size, adapted distances for abilities
Cross-Curricular Links
Maths
Counting successful catches and stops, measuring distances for partner work, angles of ball movement and body positioning
Science
Forces and motion when rolling balls, gravity affecting ball movement, friction between ball and ground
Geography
Directional language (in front, behind, beside), spatial awareness and positioning concepts
PSHE
Teamwork and cooperation, perseverance when learning new skills, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter to observe all groups, central position during demonstrations
Observation Focus
Watch for correct body positioning, ball control, and safety awareness
Intervention Points
Step in if students struggling with basic technique or safety concerns arise
Demonstration Notes
Use exaggerated movements for visibility, repeat key demonstrations, involve confident students in modelling
Verbal Cues
- •'Eyes on ball!'
- •'Get low!'
- •'Body behind ball!'
- •'Two hands together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m, clear of obstacles with non-slip surface preferred
Surface Check
Dry, even surface free from hazards, suitable for rolling balls and movement
Equipment Safety
Safety Checks
- •Tennis balls checked for firmness and no cracks
- •Cones inspected for sharp edges or damage
- •Equipment counted before and after lesson
Risk Management
Key Risks
- •Collisions during movement activities
- •Slips when bending low for ball stopping
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries established with cones
- •Adequate spacing between working groups
- •Progressive skill building from static to dynamic
- •Controlled ball rolling at ground level only
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas during games
- •Watch for fatigue affecting technique and safety
Emergency Procedures
Stop activity immediately with whistle signal, assess any injuries, appropriate first aid response, clear area if needed