Week 15 Ball Handling: Rolling a Ball





Ball Handling: Rolling a ball


Equipment Needed

Playground Balls, Cones, Field Markers, and Various Targets, bean bags.

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes


  1. Hit the target from at least two different distances
  2. Use an underhand motion to roll the ball at a target.


  1. Verbally describe the steps to rolling a ball to a target.


  1. Have Fun
  2. Work safely among all the students and other equipment.




Entrance Routine
Welcome, get a bean bag and stand on a spot that matches the color of your bean bag.  You can practice tossing and catching your bean bag while you wait for everyone to get ready.  Stay on your spot as you toss and catch. Have the spots spread out around inside the boundaries before the class arrives.
Part 1


Frozen Bean Bag

Begin with everyone having a bean bag on their head. The bean bag is the battery.

Without the bean bag, the students have no power to move around. They may not touch their own battery. As they move around the space, they will try not to let the bean bag fall off their heads. If it does fall off, they must remain frozen in place until someone who has their battery intact, comes to save them. They must place the bean bag back on the frozen persons head. If the bean bag falls off the head of the helper, they are frozen too, and must wait for someone to help them before they can continue to help the person they were helping! The students may not cause other peoples bean bags to fall off on purpose, since that is defeating the whole idea of the game.

Hint: Suggest to the class that they will either all win or not win as a team. If at the end of the activity, everyone has their bean bag on their head, the whole class wins. So try to help people as quickly as possible.

  • As the game goes on, call out different parts to place the battery and different directions to travel in.
  • Have the children change direction each time their battery pack falls off and is put back on!
  • Travel in different levels to play the game!
Put your bean bag away and get a ball and a target/cone that matches your bean bag. Take them both back to a spot that is the same color! The cones will be targets for the game.
Part 2

New skill or concept

Rolling a Ball

[AT] Put your cone a few steps away from your spot.  Make sure to keep the space between your spot and your cone free from other stations.  Today you are going to roll your ball at the target!  See how many times you can safely hit the target rolling the ball before I say freeze. Go.

If a ball rolls into your station, you can stop it and give it nicely to the person who lost it.

After everyone begins working I will walk around watching them roll the ball to their target.

“Freeze.” At this point I will ask the questions about the points of rolling a ball underhand at a target. I will let them practice before I ask them to answer each question.

Guided Discovery Rolling Questions:

  1. What do you look at as you roll the ball toward your target? (Target)
  2. What does your arm swing toward as your roll the ball toward your target?  (Target)
  3. What does your weak foot step toward as you roll the ball toward your target?  (Target)
  4. In order to get low enough to roll the ball on the ground, and still look at your target, what part of your body should bend to help lower your arm and hand closer to the ground? (Your knees)
  5. How can you use your arm’s back swing to help get more power in your roll?  (Swing it back farther)
  6. What can your hips do to help as you roll the ball? (Besides your weak leg stepping and your strong arm and shoulder swinging toward your target, your hip can help give you power and direction to the target by swinging from your weak hip first facing the target and finish with the front of your body facing the target.
Remind the class to be safe, look where they are running because everyone is going to be moving around the working space.

While the students are working on each question, I will walk around and talk with the students, finding out what they feel the answer is.

Find a person who has the same color station as yours.  Stand with them so that you are sharing two own spaces, or a Work Space.  Put your cones next to each other about 2 steps apart. (like a small goal; show them an example.)
Part 3


Each of you stands on opposite sides of the opening and roll the ball between the cones. If it’s too easy you can stand farther away, or make the cones closer together.

Rolling Challenges:

  • Roll the ball with your weak hand. Remember that you will step with the opposite foot, your strong foot, when you throw with your weak hand.
  • Can you catch it backwards?
  • Can you roll it backwards?  With one hand?  With 2 hands?

Target Practice

With your partner, come and get two more targets. Set up your targets in a pattern or design. Try to roll the ball and hit or knock over your targets.

See if you can pick out just one target and hit only that one.

See how many rolls it takes you to knock them all down.

Create a game

What kind of a game can you and your partner come up with using the targets you have and rolling the ball?

Letting the students work in partners is for efficiency. They are working together, not against each other.  The object is to get it through the cones, which encourages safe play.
Put your ball, spots and targets away and get a mat that matches your station color.  Put your mat in an own space inside the boundaries to stretch and cool down.
Part 4

Stretching & closure

Taking it Home

Cool Down

Choose 3 stretches to do with the class.


  1. What do you look at when you are rolling the ball?  (The Target)
  2. What do you swing your arm toward as you are rolling the ball ?(The Target/hoop)
  3. What does your weak leg step toward when you are rolling the ball? (The Target/hoop)


Additional Part 3 Activities

Collecting the rolling ball

Count to see how many times you and your partner can roll and catch the ball before I say stop.

  1. How do you hold your hands to be able to catch the ball as it rolls to you?  Fingers touching the ground, palms facing the ball.
  2. What part of your body will bend so that you can see the ball, but still see what’s ahead of you? Bend the knees and keep the head up.
  3. What will you do if the ball isn’t coming right to you?  Move to get behind the ball.
  • See if you can do a trick before you catch the ball as it rolls to you.
  • Roll the ball to the side of your partner, so they have to move to catch it.  Receivers, watch the thrower’s arm to see where the ball will go! Remember to watch out for other partners who are also moving to catch the ball.  Keep your game inside your working space.

If you have outdoor space;

  • See how far to the side of your partner you can roll the ball but still make it possible for them to receive it.


Spud or BALL

With a partner.  Spell word Ball.

The first roller bounces & catches the ball on the spot while their partner runs away.  As soon as the roller catches the ball they yell BALL and the partner running has to freeze, face the roller and separate their feet to make a goal or tunnel for the roller to roll the ball through.

If they get it through they get a letter!  (a little twist on the game) if they miss, nothing happens. The first one to spell BALL wins!

(this game intentionally has the student bouncing the ball on the spot also catching and then rolling it.  This is because they are not really playing as partners or in a competition.  This is solely to practice bouncing, catching and Rolling at a target.)

Bowling Stations

Have as many targets as possible.  Bowling pins, Cones,  Plastic jars, milk cartons (probably not the pints!) etc., available to roll at. 

Have 12 stations (two of each station).  1 or 2 sets of partners per station. This will keep the number of students per station low and safer.

  1. Bowling, two micro bowling areas at this station. Depending on how many targets you can wrangle up will decide how many targets at each micro station.  (20 plastic jars = 10 per micro station) Two rolls per partner to knock down all the pins.  The partner not rolling can move the knocked over pins safely out of the way.  They can re set the game together.
  2. Roll at a target taped or drawn on the wall (floor level), two micro stations
  3. Square Roll, four cones set up in a square shape, approx. 4 feet per side. Each player stands on the outside of one side of the square, roll the ball through the square to a receiver on the other side of the square.  Make sure to roll it to everyone before you roll it to the same person twice.
  4. Play the game BALL/Spud with 4 people. The roller can pick whose goal/tunnel they want to roll the ball through.
  5. Hoop Bowling, two micro stations. Have 10 hoops out on the ground in the triangle shape of bowling pins. Stand on a spot.  Roll the ball so that it lands inside the hoops.  You get a point for the ball landing in the hoops.  The corners and exact middle can be worth more, like 100 pts! In order to differentiate the activity, you can use smaller point amounts to practice adding.
  6. Wall Ball Rolling, roll the ball to the wall. After the ball bounces off the wall the partner catches it and then rolls it back to the wall. How many times in a row can you and your partner roll and catch without missing? How far can you roll the ball from your partner and still allow them to catch it safely?
  7. ? I’m sure you can think of so many rolling stations. Please send them to me and I’ll add them to the lesson!