Last Updated: Wednesday, February 10, 2021

Throwing and catching - early level

What is this?

Below you will find ideas to help you to design experiences to support children to develop their throwing and catching skills. They will also be supported to use equipment safely.

This learning activity is intended to support teacher and practitioners to plan learning experiences for children in their usual setting or while they are learning at home. As well as taking account of national and local guidance relating to Covid-19, the activity should be used or adapted accordingly to consider the range of learners and their prior knowledge and individual circumstances in relation to this learning experience.

Curriculum for Excellence (CfE) Experiences and Outcomes:  early level

I am developing my movement skills through practice and energetic play. HWB 0-22a

I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. HWB 0-23a

By exploring and observing movement, I can describe what I have learned about it. HWB 0-24a

Purpose of the activity

Children learn best when they interact in the world around them in playful experiences. This experience helps children to develop their throwing and catching skills. They will also take turns with others to use equipment safely.

Learning activity

  • Provide the children with a small collection of suitable items that they can use to practice throwing and catching. These could include small chiffon scarf, beanbag, balls of different sizes, small soft toy, balled up socks, shuttlecock.
  • Tell the children they are going to practice their throwing and catching skills. Give some coaching tips to help such as:
  • try to throw the objects up in front of your face and not away from your body.
  • make sure your hands are in a good shape to catch the object as it comes back down.

Allow the children time to explore the collection of items freely to practice throwing and catching by themselves.

  • Now ask the children to find a partner and then select an object that they can use. Give them time to practice throwing and catching the object between them. Give some coaching tips to help such as:
  • stand one big stride away from your partner
  • the thrower should try to throw towards their partner’s tummy.
  • the catcher should have their hands ready in a good catching shape.
  • Allow children time to practice throwing and catching with their partner. Encourage children to give feedback to their partner such as:
  • ‘Try to throw to my tummy next time. That throw was a bit too high for me.
  • Try to have your hands ready when I throw.’
  • ‘Good throw. That was easy for me to catch’

Let children change the object they are using and try again.                                                                              

  • Set up simple group activities with two-step actions. Children take it in turns to do the activity. For example.
  • Start at the starting mark (this could be a cone, a rope, a hoop or a chalk mark on the ground)
  • Run to the next marker and throw and catch the piece of equipment there 5 times
  • Run to the last marker and try to throw the object into the container. This could be a bin or a hoop.

Extension activity

  • Encourage children to create their own group activity.
  • Ask children to share instructions for their activity.

National Benchmarks: early level

  • Is beginning to perform movement skills in sequence, for example, catch an object with two hands.
  • Remembers two-step simple instructions, for example, bounce the ball and then change direction.
  • Adopts different roles when working individually or as part of a group.
  • Takes turns with others to use equipment safely.
  • Responds and contributes to self and peer assessment with respect.

Possible approach to assessing learning

The following questions could be used to help assess children’s progress:

  • To what extent do children demonstrate an ability to catch an object with two hands?
  • How well do children follow two-step instructions?
  • How effectively do children work with their partner to share and use equipment?

When planning approaches to assessment, you may wish to consider the latest guidance about assessment.