Object Control Teams

Overview

In this lesson (9 of 10) students combine previously learned object control skills in small-sided team games. They practise responding appropriately to preferred and non-preferred situations (e.g. waiting, sharing space, using a different object) and attending to actions in the game.

Learning intentions

• WALT: Students will participate in team-based object control games by responding to objects and actions safely and fairly.
• WALT: Students will practise using simple “yes/no” choices and following permission-based routines when an adult or peer asks for help (for example: “Can I have the ball?” “Wait.”).
• WALT: Students will respond when teammates’ actions or sounds signal “your turn” or a chance to move/play.

Success criteria

• I can respond safely when I see an object coming (catch/stop or kick/pass as taught).
• I can respond to my team’s actions and turn-taking signals (for example “your turn”, “go”, “stop”).
• I can use fair team actions: share space, wait my turn, and follow the rules.

Curriculum links

• Health Education: Interacting with others — Students respond to preferred and non-preferred actions or objects.
• Health Education: Identities and change — Students respond to their body parts as they move and are named.
• Health Education: Interacting with others — Students attend to a peer’s actions or sounds during activities.

Lesson structure (50 minutes)

1. 0–6 min · Retrieval warm-up (Game: “Freeze & Go”). Teacher sets up a small area with cones and shows two objects (soft ball/beanbag) and two signals (clap = go, hand up = freeze). Students move using the same object-control action from the last lesson, then freeze when the signal changes, showing “ready body” (feet apart, eyes on teacher/object).

2. 6–10 min · Goals and safety. Teacher says WALT and shows 3 visual rule reminders: “Safe feet”, “Safe hands”, “Team first”. Students repeat the WALT in simple language with teacher and point to the success criteria pictures. Teacher checks understanding with quick yes/no choice: “Do we throw at faces? (yes/no)” and “Do we share space? (yes/no)”.

3. 10–18 min · I Do (Model): Team cues + object control. Teacher demonstrates two cues and two object skills:

• Skill A: “Stop/catch” (soft hands, eyes on object, freeze after receiving).
• Skill B: “Pass/kick” (small steps, use body part named: “hands/feet”). Teacher models turn-taking: one partner plays, the other waits at the “waiting line”, then swap on “your turn”.

4. 18–26 min · We Do (Guided practice in pairs). Students in pairs with 1 object. Teacher calls out a sequence: “Pass… stop… hands… freeze.” Students practise: partner passes (or rolls) to a target, receiver stops/catches and freezes for 1–2 seconds before passing back. Teacher asks: “What do we do when it stops?” Students answer using actions (freeze) and a short phrase or gesture (e.g. “Stop!”).

5. 26–42 min · You Do (Small-sided team games, minimal downtime). Teacher groups students into 4 teams of 5 with 2 stations running in parallel (swap after 5 minutes). Each station has clear roles and simple rules.

• Game 1: “Team Target Pass.” Teams try to pass/roll the object to a teammate near a cone “target zone” and then the teammate scores by carrying the object 1 step into the zone and back to the team line (no running). Success = more team passes to the target zone before a reset.
• Game 2: “Your Turn Bounce.” Students stand facing each other in a line of 3–4. One player uses the practiced object control to send the ball/beanbag to the peer; peer must stop/catch and then pass back. Teacher adds a sound cue: teacher claps once for “go” and twice for “swap”. Students attend to peer cues and take turns.

Teacher role during games: roams, gives short feedback using cues (“Eyes on… hands ready… freeze”). Quick reteach when needed: stops play for 20–30 seconds, re-demonstrates the turn-taking signal and one object-control cue, then restarts.

Support (for mixed ability and inclusion):

• Use softer/ larger objects, shorter distances, or a slower roll.
• Allow a “two-hand stop” and permit receiver to drop the object to a hoop/marker for safety.
• Provide a visual waiting line and “my turn” cards (or hand signal) for students needing structure.

Extension (for advanced learners):

• Increase distance or reduce time to act (teacher calls “fast hands/fast feet”).
• Add a challenge: pass to the teammate’s left or right side target cone, or do a “no bounce” rule.

6. 42–47 min · Show Me What You Know (Game reflection). Teacher pauses teams for a quick “spotlight” rotation: each team shows 2 fast turns while a partner explains using an action + short words: “I look… I stop/catch… I freeze… I pass.” Teacher checks success criteria by observation.

7. 47–50 min · Quick closure (Wellbeing + choice). Students sit or stand in a circle. Teacher asks two yes/no questions linked to wellbeing and rules:

• “Was our team playing safe?”
• “Did we use fair turn-taking?” Students respond with gesture/word. Teacher reinforces CLIL: “Equipo” (team), “turno” (turn), “alto” (stop), “buen juego” (good game).

Resources

• Soft balls, beanbags (at least 1 per team or per station)
• Cones for target zones and waiting lines
• Hoops or floor markers (optional targets)
• Coloured bibs or pinnies for teams
• Visual cue cards: “go”, “stop/alto”, “your turn/turno”
• Timer or music for 5-minute station rotations

Assessment

• Formative observation during warm-up and games: Can the student respond safely to objects and turn-taking signals?
• Checklist (teacher quick tick): uses “stop/freeze” after receiving; attends to peer cue (“your turn”).
• Exit evidence: pair or partner explanation using actions (look, stop/catch, freeze, pass) aligned to the “I can” statements.

Differentiation

• Support: smaller playing area; reduced number of players per station (3–4); allow underhand roll instead of kick; teach one body-part cue at a time (“hands” first).
• Scaffold communication: offer a consistent gesture set for permission/choices (yes/no, wait/go) and repeat the same cue words each time.
• Extension: add accuracy targets, quicker turn changes, and “left/right” passing demands; students can coach a peer with one cue only.
• Safety and behaviour: clear “safe feet” rule, no chasing rolling objects—collect at the side; teacher holds a “stop” signal that pauses all movement immediately.