PEVOLVE
← Throwing & Catching Foundations
FreeKS1Year 1, Year 239 mins

Fundamental Movement Skills · Lesson 1 of 6

Roll, Stop, Return

Learning objective: To roll a ball accurately to a partner and stop a rolling ball.

Success criteria

  • I can roll the ball so it reaches my partner.
  • I can get in line with a rolling ball and stop it with two hands.
  • I can stand side-on and step towards my target.

Equipment

  • 30 soft balls or beanbags (one per pupil)
  • 15 hoops
  • 20 cones
  • Large targets (skittles or buckets)

Organisation & set-up

Mark out a hall or playground into pairs lanes 3-4 metres apart using cones. One ball per pair.

PupilDefenderCone→ Movement / pass

Warm-up: Traffic Lights

6 mins
  1. Pupils jog around the space; green = jog, amber = walk, red = freeze.
  2. Add 'roundabout' (spin on the spot) and 'bridge' (make a shape).
  3. Finish with gentle stretches of arms and legs.

Skill introduction & demonstration

5 mins

Teacher demonstrates a rolling action: low, side-on, step with opposite foot, swing arm like a pendulum and follow through to the target.

Bend knees and get lowStep with the opposite footSwing arm back then throughFinger points at target after release

Skill development 1: Partner Rolls

7 mins
  1. Pairs roll the ball back and forth between cones.
  2. Receiver makes a 'W' shape with hands, fingers down, to stop the ball.
  3. Move cones a step further apart after five successful stops.

Skill development 2: Gate Rolls

6 mins
  1. Place two cones as a 'gate' between partners.
  2. Score a point each time the ball rolls through the gate.
  3. Make the gate narrower when successful.

Main activity: Skittle Alley

10 mins
  1. Groups of four line up 3 metres from three skittles.
  2. Take turns to roll and knock down skittles; the next pupil resets them.
  3. Count team skittles in two minutes and try to beat the score.

Coaching points & teaching cues

  • Low and side-on
  • Step with the opposite foot
  • Follow through to the target
  • Hands down, fingers to floor to stop

Common mistakes & corrections

  • Ball bounces instead of rolls: Release lower, closer to the floor.
  • Ball goes off to the side: Point fingers at the target and follow through.
  • Pupil stops ball with feet: Move feet behind the line of the ball and use hands in a W.

Easier challenges

  • Use a larger ball and shorten the distance.
  • Allow kneeling to roll.

Harder challenges

  • Roll with the non-dominant hand.
  • Roll through a narrower gate or at a moving target.

Inclusion & SEND adaptations

Adaptations

  • Use larger, softer or brighter balls (e.g. beanbags, balloons, sensory balls) for pupils who find tracking difficult.
  • Offer a seated or stationary version of each task; pair with a supportive peer.
  • Use visual cue cards and demonstrate rather than relying only on verbal instructions.

Maximising participation

  • Keep groups small (2-4) so every pupil has many turns.
  • Avoid elimination games; use points or personal bests instead.
  • Rotate roles (thrower, catcher, coach, scorer) so everyone has a purpose.

Assessment opportunities

  • Observe: does the pupil step with the opposite foot?
  • Can the pupil get behind the ball to stop it?

Plenary & reflection questions

  • Why do we get low to roll?
  • Which foot do we step with?
  • How did you stop the ball safely?