Catch It Right

Overview

Lesson 2 of 10 in Mastering Throwing, Jumping, and Catching. Students learn safe, successful catching using ready hands, eyes on the ball and soft hands, then apply these skills in partner and small-group games. Activities can be simplified for Years 1–4 or made more challenging for Years 5–8.

Learning intentions

• WALT catch safely using the ready position.
• WALT track an object with our eyes and move our hands into its path.
• WALT work cooperatively with a partner and group.
• WALT describe one way to improve catching.

Success criteria

• I can show ready hands and keep my eyes on the ball.
• I can catch with soft hands and bring the ball towards my body.
• I can throw accurately and make catching easier for my partner.
• I can encourage others and follow safety rules.

Curriculum links

• Developing practical knowledge in physical education through object-control skills.
• Developing movement skills and positive attitudes through participation.
• Healthy communities and environments: making safe, fair and respectful choices.
• Key competencies: managing self, relating to others, participating and contributing.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, safety and learning focus Gather students in a semicircle and introduce the catching challenge: “How can we make a catch easier and safer?” Open with the catching challenge and learning intention slides. Establish boundaries, safe spacing, “ball below shoulder height” for partner work, and the stop signal. Students move to a personal space with one soft ball each, or share with a partner.

2. 5–10 minutes – Demonstrate and practise the ready position Demonstrate: feet apart, knees slightly bent, eyes on the object, hands ready in front, fingers relaxed and pointing towards the ball. Show a chest catch with “soft hands”—receive, cushion and secure. Students practise the hand shape without a ball, then gently toss and catch their own ball. Use the ready-position demonstration slide to reinforce the key cues. Years 1–4 use scarves, beanbags or large balls; Years 5–8 may use smaller balls.

3. 10–18 minutes – Partner ‘step and catch’ Students work in pairs, standing close together. Partner A makes a gentle underarm throw to Partner B’s chest; Partner B shows ready hands, watches the ball and catches. Swap after five throws. Gradually increase distance only when catches are successful. Students count successful catches and give specific feedback: “I noticed your eyes stayed on the ball.” Display the partner practice instructions and feedback prompts. Remind students that an accurate throw helps their partner succeed.

4. 18–27 minutes – Move, stop and catch Pairs spread out safely. Partner A rolls or underarm throws slightly to either side; Partner B takes small steps, gets behind the ball and catches, then returns it. Swap roles after five attempts. For Years 1–4, roll first and use larger objects. For Years 5–8, add a bounce, vary height or require movement before the catch. Pause briefly to ask: “What helped you get your body behind the ball?” Use the movement-and-catching challenge slide.

5. 27–38 minutes – Small-group ‘keep it safe’ game Create groups of five: four players form a square or circle and one player stands in the middle. Players pass around the outside using controlled underarm throws; the middle player gently calls the next receiver or attempts to intercept only when the teacher says it is safe. Rotate the middle player every minute. No snatching, running into others or throwing at faces. Younger students may roll, bounce or use a larger ball. Older students can use a non-dominant hand, add a second ball or increase passing distance. Refer to the group-game rules and challenge options.

6. 38–42 minutes – Cool-down and reflection Students place equipment down and complete gentle shoulder circles, arm stretches and slow breathing. In pairs, share one catching cue and one way to support a partner. Return to the reflection prompts and success-criteria slide and invite two or three students to demonstrate a successful catch.

7. 42–45 minutes – Check-out and equipment routine Students show, with their hands, how confident they feel: thumbs up, sideways or down. Ask selected students to explain what “soft hands” means and identify one safety rule. Students return equipment by walking and checking their space is clear.

Resources

• Soft foam balls, beanbags or scarves: one per pair or student where possible
• Cones to mark boundaries and group areas
• Bibs or markers for the middle player
• Whistle or agreed stop signal
• the catching skills lesson deck
• First-aid kit and access to drinking water

Assessment

• Observe whether students use ready hands, track the object, cushion the catch and maintain safe spacing.
• Listen to partner feedback and check that students can name at least one catching cue.
• Record students needing further support or challenge for the next lesson.

Differentiation

• Support: use larger, slower objects; begin with rolling or self-tossing; shorten the distance; allow a bounce before catching; pair students thoughtfully.
• Extension: increase distance, add movement, use a bounce or non-dominant hand, vary the object, or set a successful-catch target.
• EAL learners: demonstrate each cue, use consistent gesture-based language—“eyes”, “hands”, “soft”—and pair words with the visual slides.
• SEN: offer a quieter practice space, reduce visual distractions, provide extra processing time and allow students to catch against a wall or from a seated position.