Catch and Throw Relay

Overview

Lesson 2 of “Object Control Adventures” builds on Lesson 1 by practising catching and throwing in a team relay. Students learn to send a ball to a partner safely, catch when it arrives, and communicate with teammates while taking turns.

Learning intentions

• WALT practise catching and throwing to a partner during a relay in teams.
• Students will use safe body positions and gentle throwing to send the ball where it is meant to go.
• Students will respond to a thrown ball by attempting a two-hand catch.
• Students will cooperate with a partner and communicate simple messages (e.g., “tu turno”, “listo”, “caught”).

Success criteria

• I can throw underarm with control to my team partner.
• I can look at the ball and try to catch it with two hands.
• I can move after I throw to help my team and wait safely.
• I can use simple team communication words or gestures.

Curriculum links

• Health and Physical Education: VC2HPFCP02—students locate parts of the body and recognise some changes to the body (use “look, hands, feet” and notice how their body feels after moving).
• Health and Physical Education: VC2HPFAP04—students respond to preferred and non-preferred actions/objects (catch/return correctly; respond to teacher cues for safety and turn-taking).
• Health and Physical Education: VC2HPFCP03—students participate in frequent interactions with peers for increasing periods of time through structured cooperative relay play.

Lesson structure (50 minutes)

1. 0–6 min · Retrieval game (Warm-up: “Ball Buddy Moves”). Teacher sets up two short lines facing each other and shows the ball cues from Lesson 1 (look at ball, hands ready, throw gently). Students practise: roll/underarm tap to a partner and then do a quick body reset pose (“hands up, feet still”), repeating 3–4 turns.

2. 6–10 min · Goals (WALT) + safety reset. Teacher states: “Today we learn: throw, catch, and work as a team.” Teacher models 2–3 safety rules: wait behind the line, look for the ball, gentle throws, and give space. Students repeat success criteria with hand signals.

3. 10–18 min · I Do (Modelling: throw + catch). Teacher demonstrates:

• Throw cue: “Step, arm back, arm forward, follow through.” (underarm, gentle)
• Catch cue: “Look, hands up, fingers open, catch to your chest.” Teacher asks quick checks: “What do we do first when the ball comes?” (Look.) “How do we catch?” (Two hands.) Students watch and then do the same movements without a ball (air catch, air throw) with a partner.

4. 18–28 min · We Do (Guided practice: “Partner Catch Squares”). Teacher draws 4 small squares (cones/tape) in a grid. In each square: Partner A stands in the square, Partner B stands outside and throws gently into the square; Partner A catches and returns with a short throw. Teacher cues and re-teaches while roving:

• If students miss: cue “hands higher” and slow the throw.
• If students throw too hard: reduce distance and switch to rolling/tapping. Students swap roles after a short count (e.g., 2 minutes per round).

5. 28–43 min · You Do (Game-based relay: “Catching and Throwing Relay”). Teams of 4–5 at stations. Each team has a start line and a catcher zone 2–3 metres away.

• Action: first student throws underarm to their teammate, who catches (two hands) and then throws back to the next person in line.
• Relay rule: only one person moves at a time; after you throw you move to the end of your team line.
• Communication: students practise one simple phrase/gesture when calling for the ball (e.g., “tu turno / your turn” or “listo” with a hand up). Teacher roams, gives immediate feedback using cues:
• “Look at the ball.”
• “Hands up early.”
• “Gentle throw to your partner.” Quick reteach moments (10–20 seconds) if many students lose the target.

6. 43–48 min · Show Me What You Know (Peer explanation + quick demo). Teacher selects two pairs to demonstrate: one student throws, partner catches, then they both show the hand signal for “look” and “two hands.” Students then do a 30-second partner chat: “What helps you catch?” (choose from picture cards: eyes/close hands/quiet waiting).

7. 48–50 min · Consolidation wrap (Body changes check). Teacher asks: “After running and catching, how does your body feel?” Students point to faces/feelings cards (fast breathing, warm, tired). Teacher reinforces: “That’s a normal change after exercise.”

Resources

• Soft balls (foam or rolled socks) in 1–2 sizes (plus a few larger ones for support)
• Cones or markers for lines, stations, and squares
• Tape for start/throw lines
• Picture cue cards: “Look”, “Two hands”, “Gentle throw”, “Wait”
• Team pinnies or coloured bibs (optional)
• Timer (visual)
• Feelings/Body cards for wrap-up

Assessment

• During partner practice: observe whether students attempt two-hand catches and use “look at ball” cue.
• During relay: listen for safe turn-taking and whether throws are underarm/gentle enough to be catchable.
• Show Me: quick pair demonstration and one-sentence/gesture response (“two hands” / “look”).

Differentiation

• Support (for students needing extra help):
• Shorten distance and/or use larger balls or rolled socks.
• Allow catching at chest level with hands together; encourage rolling instead of throwing if needed.
• Provide a “hands up” visual at catcher zone.
• Partner students strategically (one confident catcher with one learning thrower).
• Success scaffolds:
• Use consistent cues and repeat them at every station (“look, hands up, gentle throw”).
• Provide picture cards and allow students to point if speech is challenging.
• Extension (advanced learners):
• Increase distance by 1 metre or require a “target” area (small cone target) before catching.
• Add a “fake out” rule: throw only after a teammate raises a hand (“listo”) to practise timing and control.
• Inclusion & wellbeing:
• Behaviour expectations: wait behind the line, no running in the throwing zone, and use respectful team language/gestures.
• Minimal downtime: station rotation is fast and teacher keeps groups small and active.