Bat Control Basics

Overview

Unit: Ball Skills Bonanza
Lesson: 2 of 10
Subject: Physical Education (PE)
Class Size: 6 pupils
Year Group: Year 3
Duration: 40 minutes
Setting: Indoor hall or well-sheltered outdoor area

National Curriculum Alignment (England)

Key Stage 2 – Physical Education

Children should:

• “Use running, jumping, throwing and catching in isolation and in combination.”
• “Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending.”
• “Develop flexibility, strength, technique, control and balance.”

This lesson contributes specifically to the development of:

• Control and coordination
• Manipulative skills with equipment
• Confidence and communication in physical tasks

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Learning Objectives

By the end of the session, all pupils will:

• Demonstrate basic control in striking a balloon with a bat.
• Use a bat to tap a balloon with deliberate movement (direction and force).
• Work cooperatively in paired activities.

Most pupils will also:

• Control a balloon in the air using both forehand and backhand actions.
• Move their body effectively to retain control of the balloon.

Some pupils will:

• Begin to rally a balloon with a partner using controlled bat contact.

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Vocabulary

• Control
• Strike
• Balance
• Forehand
• Backhand
• Tap

(Make these words visible in the teaching area with simple visuals.)

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Equipment Needed

• 6 soft foam paddles or plastic bats
• 10 balloons (extras for punctures)
• Cones to mark out personal space
• 6 floor spots (optional)
• Visual instruction cards showing bat positions (forehand/backhand)

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Warm-Up: "Balloon Dash" (5 minutes)

Purpose: Raise heart rate; prepare minds and bodies for bat control.

1. Pupils start by jogging around the space.
2. On “Balloon!” command, teacher tosses 1–2 balloons into the group.
3. Pupils must use hands (not bats yet) to keep the balloon in the air.
4. Introduce laughter and silliness – if the balloon touches the floor, the group must all do 1 jumping jack and try again!

Extension: Add a challenge – only two fingers may be used.

💡 Teacher Tip: Model the rules using gesture and exaggeration – for example, dramatically “falling” when the balloon hits the ground.

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Teaching Input: "Meet the Bat" (5 minutes)

Set-Up: Pupils sitting on floor spots, bats next to them.

1. Introduce the bat and demonstrate safe handling.
2. Show two basic actions:
   • Forehand tap (paddle on dominant side)
   • Backhand tap (paddle across the body)

Use a slow-motion demonstration, narrating each action with:

• “Watch how I tap gently… not too hard… I’m thinking like a fairy waving a wand!”
• “Now here’s backhand – a bit trickier, but doable!”

Pupil Reflection Prompt:

“When do I need more control – when I’m close to the balloon or far away?”
(Pair pupils for a 10-second turn-and-talk before practical tasks begin.)

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Main Activity 1: Balloon Taps (10 minutes)

Success Criteria:

• Keep the balloon in the air using bat taps
• Use one bat tap only per contact

TASK: Solo Balloon Control
Each child practices tapping the balloon up in the air using their bat.

Progressive Challenges:

1. Tap and clap once before next tap.
2. Tap left hand, then right hand.
3. Use forehand for 3 taps, backhand for 3.

Support Strategies:

• Allow pupils to use hands if needed.
• Allow seated position for practice with pupils showing fatigue or SEN requirements.
• Use visual prompts/cards showing ‘tap’ action.

Assessment for Learning:

• Circulate and make positive reinforcement statements:
  • “I noticed Ava changed her bat angle to get more height – well done!”
  • “Zach, your eyes are following the balloon – that’s control!”

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Main Activity 2: "Balloon Rally Bridge" (10 minutes)

Paired Challenge

Set-Up:
Pupils work in pairs, standing about 2 metres apart. Using one balloon between them, they aim to rally the balloon back and forth using soft bat taps.

Focus Skills:

• Directional control
• Ready positions before hitting the balloon
• Communication

Differentiation:

• Decrease gap between pairs for developing learners.
• Increase gap and speed challenges for more confident pupils.

Inclusion Note: Where required, a 1:1 TA or peer buddy can co-tap to support specific learners.

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Cool Down: "Freeze and Balloon Float" (5 minutes)

Calming focus on body awareness and breath.

1. Pupils lie or sit in a circle with a balloon.
2. Teacher counts slowly: “1, 2, 3 – TAP!”
   Pupils gently tap the balloon once.
3. Pupils visually follow it as it floats down.
4. Repeat 3 times with the instruction to “breathe out slowly as the balloon floats.”

Conclude with group reflective question:

“What helped you control the balloon today – your bat, your arms, or your eyes?”

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Assessment Opportunities

Use EARS (Eyes And Really See) to observe:

• Does the pupil track the balloon with their eyes?
• Are they connecting bat to balloon deliberately?
• Do they adjust power based on how high the balloon goes?

Record quick notes post-lesson on:

• Which children met the control objective
• Who needed repetition or adaptation
• Social engagement or reluctance during pair work

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Cross-Curricular Links

• Science: Air resistance – why does the balloon float so long?
• PSHE: Cooperation and communication in partner tasks
• Literacy: Using action verbs (tap, swing, float, lift) in sequence writing

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Teacher Reflection Questions

• Did the pupils remain engaged during both solo and partner work?
• Were the verbal cues effective for developing technique?
• Which pupils showed noticeable improvement in control?

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Looking Ahead: Lesson 3 Sneak Peek

Pupils will build upon today’s learning by applying their bat control skills to simple target-based games involving balloon strikes through obstacles and toward goals.

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👏 This lesson focuses not only on motor skill development but builds emotional regulation, attention control, and positive movement identity – all through the joy of a bouncing balloon.