Lesson 2 - Ball Control and Movement Skills
Rally Building Basics
•Year 3
•Tennis
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How can we use our eyes and feet together to control a moving ball?
Learning Objectives
- To develop hand-eye coordination through catching skills
- To improve tracking and movement skills with a moving ball
- To practise accurate underarm throwing to targets
Key Outcomes
- Students will be able to catch a ball after one bounce consistently
- Students will demonstrate good tracking and positioning skills
- Students will show accuracy in underarm throwing to targets
Equipment & Resources Required
Pre-distributed around activity area for quick collection
Alternative: Soft foam balls, bean bags for students with grip difficulties
Various colours for different activities, stored in corner for easy access
Alternative: Markers, hoops, or chalk circles
Set up in advance if using for hot spots activity
Alternative: Benches, ropes between posts, cones to mark net height
Key Vocabulary
Following the ball with your eyes and moving your body to stay in line with it
Catching the ball after it has bounced once on the ground
Throwing technique where the arm swings low in an upward motion
Balanced stance with knees bent, hands ready, watching the ball
Hand position forming a cup shape to cradle and secure the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching with large balls
- Understanding of personal space and safety
- Simple movement patterns and directions
Current Skills
- Ball tracking with eyes and body movement
- Catching after a bounce with control
- Accurate underarm throwing technique
Next Steps
- Introduction to simple racket skills
- Rallying activities with equipment
- Basic tennis-specific movement patterns
Milestone Indicators
Key Teaching Points
- Track the ball with your eyes and move your feet to stay in line with it
- Use cupped hands and bent knees for successful catching after one bounce
- Underarm throwing requires a low-to-high arm swing with forward step
- Ready position means knees bent, hands ready, eyes focused on the ball
- Work cooperatively with partners and communicate clearly
- Safety first - maintain control and awareness of others around you
- Practice makes progress - celebrate improvement not just perfection
Common Misconceptions
- Students think they need to reach with arms instead of moving feet to track ball
- Many believe catching with one hand is always better than two hands
- Some think overarm throwing is more accurate than underarm for short distances
- Students often focus only on power rather than accuracy in throwing
- Many don't understand that tracking requires continuous eye contact with ball
- Some believe speed is more important than technique in catching
- Students may think competition means not helping or encouraging others
SEN Adaptations
ADHD
- Shorter activity segments, frequent position changes, clear boundaries marked, immediate feedback and praise, movement breaks integrated
dyspraxia
- Larger equipment for better success, simplified movement patterns, extra demonstration time, peer support partnerships, reduced complexity initially
autism spectrum
- Clear activity structure with visual schedules, defined personal spaces, regular routine checks, quiet zones available for breaks
visual impairment
- Use bright coloured balls with high contrast, provide verbal descriptions of ball flight, use sound cues for timing, buddy system for spatial guidance
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for communication, visual start/stop signals
physical disability
- Seated catching variations, larger/softer balls, reduced throwing distances, adapted target sizes, wheelchair-accessible court areas
Cross-Curricular Links
Maths
Counting successful catches in sequences, measuring distances between partners, angles of throw direction, simple addition when collecting cones
Science
Forces involved in throwing and catching, gravity effects on ball bounce, friction between ball and surface, reaction time and hand-eye coordination
Geography
Directional language (left, right, forward, back), spatial awareness and positioning, mapping movement patterns around activity area
PSHE
Cooperation and communication with partners, showing resilience when activities are challenging, celebrating others' success, managing competitive emotions
Teacher Guidance
Positioning
Move around the outside edge of activity area to observe all students, position for clear visibility during demonstrations
Observation Focus
Watch for correct catching technique, tracking movement, and underarm throwing form. Monitor cooperation during partner work
Intervention Points
Step in if students struggle with basic catching, show unsafe movement patterns, or display poor sportsmanship
Demonstration Notes
Use slow motion for new skills, exaggerate key points, involve confident students as demonstration partners, repeat demonstrations as needed
Verbal Cues
- •'Eyes on the ball!'
- •'Bend those knees!'
- •'Soft hands for catching!'
- •'Move your feet to track!'
- •'Underarm and follow through!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area with adequate ceiling height for ball throwing
Surface Check
Dry, even surface free from holes or uneven areas that could cause bad bounces
Equipment Safety
Safety Checks
- •Check tennis balls are properly inflated and not split
- •Ensure cones have no sharp edges or cracks
- •Verify nets are securely attached if using
Risk Management
Key Risks
- •Ball impacts to face or body
- •Collisions during movement activities
- •Slips and falls during direction changes
- •Overexertion during active games
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between students and pairs
- •Progressive skill building from static to dynamic
- •Emphasis on control over speed throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor partner interactions for fairness and safety
- •Watch for signs of frustration or overcompetition
- •Ensure equipment is used only as intended
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, have alternative activities ready for students unable to participate