Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
Observe whether the child: shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Shows partial control with support or in very simple setups (stationary ball, short distance), but accuracy and timing are inconsistent.
What you might see
Kicks a ball but it goes in an unintended direction, or they miss the ball entirely after a short approach.
Throws a soft ball/beanbag without looking at the target or partner, resulting in frequent overshoots/side throws.
Attempts to catch but hands stay apart or late; the ball typically bounces off and they do not recover it quickly.
Rolls/pushes a ball toward a partner from very close range, but the ball often veers off target.
Catches a large ball only by trapping it against the chest/body, not yet with hands alone.
Kicks a stationary ball gently when an adult positions it, but struggles when the ball is moving.
Expected
On track
Controls objects in familiar games at short distances (push/roll to a target, kick slowly, catch by trapping), with occasional reminders about aim and force.
What you might see
Rolls a ball along the floor into a wide target (box/goal) from a short distance most of the time.
Stops a slowly rolling ball with a foot, then kicks it forward with a short swing.
Catches a large soft ball by bringing arms in to trap it, then keeps hold and returns it.
Exceeding
Going further
Uses appropriate force and direction across varied contexts, throwing/kicking with intention and catching larger balls with hands more reliably.
What you might see
Throws toward a partner/target with a clear aim (looks at target first) and adjusts force for distance.
Catches a large soft ball with two hands in front of the body more often than trapping to the chest.
Kicks a ball toward a goal/marker with enough control to keep it roughly on the intended path.
Catches on the move (steps toward the ball) and quickly throws/rolls back as part of a game.
Uses different object-control strategies (roll, underarm throw, gentle kick) depending on the space and rules.
Explains or shows a peer a strategy (e.g., “Hands ready like a bowl,” “Look at the target then kick”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In a safe open space, set a wide target (laundry basket/box) and watch whether your child can throw soft items (beanbag/socks) into it from different distances by adjusting force.
Play a short-distance rolling game on the floor and notice whether your child can push/roll the ball toward your hands rather than away to the side.
At the park, set two markers as a goal and observe whether your child can kick a ball toward the goal without it immediately veering off course.
During pretend play (bowling, post office), notice whether your child can control release timing (lets go at the right moment) rather than dropping early or holding too long.
In a simple catch routine with a large soft ball, notice whether your child brings two hands together and watches the ball into their hands, not just into the body.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Physical Development: Moving and Handling (40–60+ months).
Defines object control (push/pat/throw/catch/kick) as an observable progression supporting confident physical play and tool-like manipulation.
Developmental research
Thelen & Smith (1994), A Dynamic Systems Approach to the Development of Cognition and Action.
Object-control skill reflects coordination emerging from practice and constraints (distance, object size, movement), supporting rubrics that vary by context and generalization.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Interacts with balls/objects but control is minimal (random force/direction), and catching/kicking attempts often lead to drops or falls.
Kicks a ball but it goes in an unintended direction, or they miss the ball entirely after a short approach.
Throws a soft ball/beanbag without looking at the target or partner, resulting in frequent overshoots/side throws.
Attempts to catch but hands stay apart or late; the ball typically bounces off and they do not recover it quickly.
Emerging
Shows partial control with support or in very simple setups (stationary ball, short distance), but accuracy and timing are inconsistent.
Rolls/pushes a ball toward a partner from very close range, but the ball often veers off target.
Catches a large ball only by trapping it against the chest/body, not yet with hands alone.
Kicks a stationary ball gently when an adult positions it, but struggles when the ball is moving.
Developing
Controls objects in familiar games at short distances (push/roll to a target, kick slowly, catch by trapping), with occasional reminders about aim and force.
Rolls a ball along the floor into a wide target (box/goal) from a short distance most of the time.
Stops a slowly rolling ball with a foot, then kicks it forward with a short swing.
Catches a large soft ball by bringing arms in to trap it, then keeps hold and returns it.
Secure
Uses appropriate force and direction across varied contexts, throwing/kicking with intention and catching larger balls with hands more reliably.
Throws toward a partner/target with a clear aim (looks at target first) and adjusts force for distance.
Catches a large soft ball with two hands in front of the body more often than trapping to the chest.
Kicks a ball toward a goal/marker with enough control to keep it roughly on the intended path.
Reflexive
Adapts object control flexibly to game demands (move-and-catch, different sizes, rules), anticipates trajectories, and can model/teach strategies to peers.
Catches on the move (steps toward the ball) and quickly throws/rolls back as part of a game.
Uses different object-control strategies (roll, underarm throw, gentle kick) depending on the space and rules.
Explains or shows a peer a strategy (e.g., “Hands ready like a bowl,” “Look at the target then kick”).
