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Lesson 2 - Stopping a Rolling Ball

Ball Control Basics

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Year 2

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Striking & Fielding

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Big Question

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

Tennis Balls

30 (1 per student)

Distributed around perimeter in baskets for easy collection

Alternative: Bean bags, soft balls, or rubber playground balls

Cones

Various colours for different activities and boundaries

Alternative: Markers, spots, or hoops

Balls

For students needing larger targets during differentiation

Alternative: Large soft balls or foam balls

Key Vocabulary

Tracking

Following the ball with your eyes from start to finish

Body behind ball

Positioning yourself so the ball comes straight towards your body

Low position

Bending knees and getting closer to the ground to stop the ball

Fielding

Collecting and controlling the ball in games

Wide fingers

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

Consistent ball stopping with minimal fumbles

Quick recovery and body repositioning

Confident application in game situations

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