Ball Skills Boost

Overview

A 35-minute targeted physical education session designed for Year 3 SEN students focused on developing fundamental volleyball skills using only balls. This plan adheres rigorously to the National Curriculum for England’s PE programme of study, ensuring activities are inclusive, differentiated and promote physical development and social skills.

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Curriculum Links

• National Curriculum for PE (England) - Key Stage 2 (Years 3 and 4)
  • Pupils should be taught to:
    • Use running, jumping, throwing and catching in isolation and in combination.
    • Play competitive games, modified where appropriate.
    • Develop flexibility, strength, technique, control and balance.
    • Compare their performances with previous ones and demonstrate improvement.
  • SEN Adaptation Guidance: Focus on personalised learning, physical and cognitive accessibility, encouragement and use of appropriate resources.

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Learning Objectives

By the end of this session, all students will:

1. Demonstrate basic ball control skills using throwing, catching and hitting techniques appropriate for volleyball.
2. Understand spatial awareness and movement linked to ball games.
3. Work cooperatively with peers to participate in simple volleyball-style activities.
4. Show improved hand-eye coordination and motor skills.
5. Express positive physical and social behaviour during group activities.

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Resources Needed

• 5 soft (preferably foam or lightweight) balls suitable for SEN students.
• Cones or floor markers (optional, for spatial boundaries if accessible).

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Lesson Structure

1. Introduction & Warm-Up (5 minutes)

• Objective: Prepare bodies physically and mentally, enhance focus and listening.
• Activity: “Ball Pass Circle”
  • Students stand in a circle; teacher models a gentle pass (underarm throw) to each student.
  • Each student attempts to pass the ball back to the teacher or to a peer.
  • Emphasise safe catching and passing.
  • Use clear verbal prompts and visual signals for inclusion.
• National Curriculum Focus: Developing fundamental movement skills and cooperation.

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2. Skill Development – Throwing and Catching (10 minutes)

• Objective: Develop bilateral hand-eye coordination and ball control.
• Activity: “Target Throw & Catch”
  • Students pair up facing each other 1-2 metres apart to gently throw and catch the ball.
  • Teacher to model underarm and overarm throws, encouraging dominant and non-dominant hand use.
  • If appropriate, introduce simple “volley” taps where the ball is tapped with fingertips instead of caught.
• Differentiation: Adjust distance and throwing speed as needed; allow picking up dropped balls without pressure.
• National Curriculum Focus: Refining techniques in throwing and catching.

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3. Movement with Ball (10 minutes)

• Objective: Promote spatial awareness, balance, and coordination.
• Activity: “Move and Pass”
  • Students walk or lightly jog around a marked area, passing the ball to each other while moving.
  • Teacher encourages looking before passing and ensuring space is clear.
  • Introduce a simple “freeze” command where students must stop, hold the ball steady, then pass.
• Modification: Use visual/tactile cues for movement boundaries.
• National Curriculum Focus: Using running and throwing in combination, improving control and balance.

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4. Mini Volleyball Game Variation (7 minutes)

• Objective: Apply learned skills in a simple, adapted game that encourages teamwork.
• Activity: “Keep It Up”
  • In a small group, students try to keep the ball off the ground by either tapping or catching and throwing quickly to a partner.
  • Teacher supervises, giving feedback, encouraging turns and cooperation.
  • No nets or complex rules; focus on fun and inclusion.
• National Curriculum Focus: Playing competitive games in a modified form; cooperation and respect.

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5. Cool Down & Reflection (3 minutes)

• Activity: Gentle stretching while seated or standing with deep breaths.
• Teacher-led simple Q&A: “What did you enjoy? How did you work with your friends?”
• Celebrate achievements and reinforce positive effort.
• National Curriculum Focus: Encouraging pupils to reflect on their performance and promote well-being.

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Assessment & Feedback

• Formative assessment throughout:
  • Observe hand-eye coordination improvements.
  • Monitor participation levels and engagement.
  • Note social interaction and cooperation (turn-taking, encouragement).
• Provide positive, specific verbal feedback.
• Use simple thumbs-up/thumbs-down feedback for student self-assessment.
• Adapt subsequent lessons based on group progress and individual needs.

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Inclusion and SEN Adaptations

• Use balls of different sizes and textures for sensory preferences.
• Keep verbal instructions clear, concise, and supported by demonstration.
• Break down steps into smaller parts; repeat as needed.
• Use visual aids or allow peer support.
• Ensure the environment is free of distractions.
• Allow alternative responses (e.g., clapping or tapping if catching is challenging).

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Teacher Tips for Maximising Impact

• Use enthusiastic, encouraging language to build confidence.
• Celebrate small successes to motivate.
• Integrate music or rhythm during warm-up to improve engagement.
• Observe individual responses and adapt pace dynamically.
• Invite students to suggest their favourite movements or ways to pass the ball.

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This plan transforms a fundamental PE unit into an engaging, accessible experience tailored for Year 3 SEN pupils, promoting both physical and social-emotional growth in line with the English National Curriculum.