Lesson 5 - Striking a Ball with Control
Ball Control Basics
•Year 2
•Striking & Fielding
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How can we use different body parts and equipment to strike a ball accurately towards our target?
Learning Objectives
- To develop the fundamental skill of striking a ball using hands and equipment
- To understand the importance of body positioning and eye tracking when striking
- To apply striking skills in simple game situations with accuracy and control
Key Outcomes
- Students will demonstrate controlled striking using hands and tennis rackets
- Students will show improved coordination between eye tracking and hand/racket movement
- Students will apply striking skills in partner and small group activities with increasing success
Equipment & Resources Required
Use for boundaries, targets, and running markers
Alternative: Markers, bean bags, or chalk marks
Ensure balls are properly inflated and safe for striking
Alternative: Size 4 footballs or soft play balls
Softer option for those needing confidence building
Alternative: Tennis balls or soft practice balls
Check grips are secure and appropriate size for students
Alternative: Short-handled rackets or padder tennis bats
Key Vocabulary
To hit the ball with purpose using hand or equipment
Standing with shoulder pointing towards the target
Balanced stance with knees bent and eyes on the ball
Continuing the movement after striking the ball
A player who tries to collect and return the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination skills
- Understanding of personal space and safety
- Experience with ball handling and catching
Current Skills
- Striking with hands using different techniques
- Using tennis rackets to strike balls
- Applying striking skills in game situations
Next Steps
- Developing consistent striking technique
- Improving accuracy and power in strikes
- Understanding tactical placement of strikes
Milestone Indicators
Key Teaching Points
- Side-on stance is crucial for effective striking
- Eyes must track the ball from release to contact
- Firm hand position with fingers pointing down for control
- Follow-through motion helps with accuracy and power
- Tactical placement away from fielders creates scoring opportunities
- Safe equipment handling and spacing prevents injuries
- Encouragement and turn-taking develops positive attitudes
Common Misconceptions
- Thinking harder strikes are always better - emphasise control over power
- Believing you should look where you want the ball to go instead of watching the ball
- Assuming face-on stance is more powerful than side-on stance
- Thinking striking is just hitting - emphasise the skill and technique involved
- Believing only batting matters in games - highlight importance of all roles
SEN Adaptations
ADHD
- Shorter activity bursts, regular movement breaks, clear role definitions in games
dyspraxia
- Larger equipment, simplified movement patterns, extra practice time, step-by-step breakdowns
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zones available during games
visual impairment
- Use brightly coloured balls, provide verbal cues for ball location, arrange buddy support
hearing impairment
- Use visual demonstrations, clear hand signals for instructions, written instruction cards
physical disability
- Seated striking options, larger/lighter equipment, modified distances and targets
Cross-Curricular Links
Maths
Measuring distances between cones, counting points scored, understanding spatial relationships
Science
Understanding forces in striking, trajectory of balls, cause and effect in ball movement
PSHE
Cooperation in partner work, perseverance when skills are challenging, fair play in games
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for correct side-on stance, eye tracking, and safe equipment handling
Intervention Points
Step in when students struggle with timing, safety concerns arise, or equipment issues occur
Demonstration Notes
Use exaggerated movements for key teaching points, show common mistakes and corrections
Verbal Cues
- •'Side-on stance!'
- •'Watch the ball!'
- •'Firm hand!'
- •'Follow through!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area for full class activities, additional space for group games
Surface Check
Even, non-slip surface free from water, debris, or protruding objects
Equipment Safety
Safety Checks
- •Check tennis racket grips are secure and appropriate size
- •Verify balls are properly inflated and free from damage
- •Ensure cones have no sharp edges or cracks
Risk Management
Key Risks
- •Ball strikes to face or body during striking practice
- •Collisions during running activities
- •Racket contact with other students
- •Trips and falls during backward movement
Risk Mitigation
- •Clear spacing requirements between pairs and groups
- •Specific safety instructions for backward movement
- •Controlled striking power appropriate for age group
- •Adult supervision of racket use and storage
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all group activities simultaneously
- •Monitor racket handling during transitions
- •Check spacing maintained during striking practice
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact school medical staff if required