Moving Catching Skills

Overview

Lesson 6 of 10 in Mastering Throwing, Jumping, and Catching. Students practise catching while moving, changing direction and responding to different throws. Activities can be adjusted for younger learners through larger, softer equipment and shorter distances, while older learners work with greater speed, accuracy and decision-making.

Learning intentions

• WALT move safely and catch with control.
• WALT track an object with our eyes and prepare our hands.
• WALT adjust our speed, direction and position to receive a throw.
• WALT encourage others and give useful feedback.

Success criteria

• I can move into space before receiving a throw.
• I can watch the object, make a target with my hands and catch safely.
• I can stop, slow down or change direction to improve my catch.
• I can describe one thing I did well and one thing to improve.

Curriculum links

• Movement skills: developing and applying fundamental movement patterns in a range of physical activities.
• Positive attitudes and challenge: participating safely, showing persistence and adapting performance.
• Relationships with others: cooperating, communicating and giving constructive feedback.
• Key competencies: managing self, relating to others and participating and contributing.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, expectations and warm-up

Meet students in a safe area and explain: “Today we are catching while our bodies are moving.” Open with the catching challenge question and briefly demonstrate safe spacing, soft hands and eyes on the object. Students move around the area using walking, jogging and side-stepping, changing direction on a signal. Remind students to keep equipment below head height and to stop when signalled.

2. 5–10 minutes – Teach and practise catching technique

Demonstrate the ready position: knees bent, hands in front, eyes following the object, fingers relaxed and hands moving towards the ball. Model catching close to the body and absorbing the ball rather than trapping it against the chest. In pairs, students gently underarm toss and catch from a short distance, then take one step sideways after each catch. Younger students may use scarves or large foam balls; older students can use smaller balls or increase the distance.

3. 10–20 minutes – Move and catch in pairs

In pairs, one student is the thrower and one is the mover. The mover travels between two cones, turns to face the thrower, and receives a gentle underarm pass. After catching, the mover returns the ball and continues to the other cone. Swap roles after five attempts. Progress by asking students to jog, vary the throwing side, or call “left”, “right” or “front” before the throw. Pause briefly to ask: “How did changing your speed help you catch?”

4. 20–31 minutes – Catching gates

Set up five activity areas, each with a pair of cones forming a gate. Groups of five work in a line: one student moves through the gate, receives a throw, catches, returns the ball and joins the back of the line. The thrower changes after each attempt. Students aim for five controlled catches, then move the gate wider or further away if successful. Older students can catch after a change of direction or receive a pass from either side. Encourage accurate, reachable throws rather than maximum speed.

5. 31–40 minutes – Moving target challenge

Organise groups of five: three attackers move into space and pass, while two defenders shadow without snatching the ball. Attackers must complete five passes, moving after every pass. Defenders apply light pressure and intercept only when safe. Rotate roles every two minutes. For Years 1–4, use walking pace and allow the ball to be held briefly; for Years 5–8, require quicker movement, pivoting and a pass within three seconds. Stop the activity if players crowd, throw too hard or move into another group.

6. 40–45 minutes – Cool-down and reflection

Students walk slowly, complete gentle stretches and return equipment. Revisit the reflection and exit slides. Ask students to show with their fingers: 1 = still developing, 2 = usually successful, 3 = confident. Invite responses to: “What helped you catch while moving?” and “What will you try next time?” Finish with breathing and a reminder that good partners throw safely and encourage one another.

Resources

• Soft balls, beanbags or scarves, approximately 15–20.
• Cones to mark boundaries, gates and waiting lines.
• Bibs or bands for defenders.
• Whistle or clear stop signal.
• Safe, flat playing area with clear boundaries.
• the movement, technique and reflection slide deck
• Optional clipboard and class roll for observation notes.

Assessment

• Observe whether students track the object, move into position, use ready hands and catch with control.
• During pair and group work, note students who adjust speed or direction successfully and those who need a closer throw, larger object or extra time.
• Use the final confidence rating and student responses to identify the focus for Lesson 7.

Differentiation

• Support: use larger, softer or slower equipment; reduce the distance; allow students to walk; use a stationary partner or bounce pass before an aerial catch.
• Support for EAL and SEN: demonstrate each task, use the slide visuals and one-step instructions, pair students with a supportive partner, and provide a clear personal space marker.
• Extension: increase distance, add a change of direction, vary the pass height, use the non-dominant hand where appropriate, or introduce a time limit without sacrificing control.
• Safety and inclusion: allow students to choose a suitable challenge level, avoid elimination, rotate roles frequently and praise accurate, thoughtful movement rather than speed alone.