Lesson 6 - Kicking and Control Development
Ball Mastery & Exploration
•Reception
•Ball Skills
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How can we use different parts of our foot to control and kick a ball accurately?
Learning Objectives
- To develop fundamental kicking technique using the inside of the foot
- To practice ball control and stopping techniques
- To apply kicking skills in target and partner activities
Key Outcomes
- Children will demonstrate correct foot placement when kicking
- Children will show improved accuracy when aiming at targets
- Children will work cooperatively with partners in ball activities
Equipment & Resources Required
One ball per pair, extras available at side of area
Alternative: Size 3 footballs, soft play balls for indoor use
Various colours for different activities, stored in container at edge
Alternative: Bean bags, spots, or chalk markers for permanent surface
Pairs of cones 2 metres apart for goals
Alternative: Two cones per goal, or painted markers
Key Vocabulary
The flat part of your foot on the side of your big toe
The foot that stays on the ground next to the ball when you kick
Something we aim at when we kick the ball
Making the ball do what we want it to do
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Children can run and change direction
- Children can handle large balls with hands
- Children understand basic turn-taking
Current Skills
- Correct foot placement for kicking
- Using inside of foot for control
- Basic ball stopping technique
Next Steps
- Kicking with both feet
- Passing accurately to moving targets
- Introduction to simple dribbling
Milestone Indicators
Key Teaching Points
- Standing foot placement next to ball is crucial for balance and accuracy
- Inside of foot gives better control than toe for direction and power
- Gentle ball stopping with foot on top develops control skills
- Aiming before kicking improves accuracy and focus
- Partner cooperation enhances learning and social development
- Progressive challenges build confidence and competence
- Positive reinforcement encourages continued participation and effort
Common Misconceptions
- Thinking kicking harder always means better - explain control is more important than power at this age
- Using toe instead of inside foot - demonstrate difference in accuracy and control repeatedly
- Standing too far from ball when kicking - show how this affects balance and accuracy
- Believing they can't improve - emphasise effort and practice lead to better skills
- Rushing without aiming - teach patience and planning before action
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked visually, frequent position changes, additional movement breaks
dyspraxia
- Larger equipment for easier handling, simplified movements, extra practice time, adult support for complex instructions
autism spectrum
- Clear visual schedule of activities, quiet space available if overwhelmed, consistent routines and predictable structure
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of all demonstrations, assign sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards with pictures
physical disability
- Adapted kicking from seated position, larger balls for easier contact, reduced distances, modified goals at appropriate height
Cross-Curricular Links
Maths
Counting jumps in kick and jump game, recognising more and fewer concepts, basic addition when scoring goals
Science
Understanding forces - how harder kicks make balls travel further, exploring cause and effect relationships
PSHE
Turn-taking and sharing, cooperation with partners, celebrating others' successes, resilience when skills are challenging
Teacher Guidance
Positioning
Stand where all children can see demonstrations clearly, move around groups during practice to give individual feedback
Observation Focus
Watch for correct foot placement, inside-foot contact, and safe interaction between partners
Intervention Points
Step in immediately for safety concerns, provide individual support for struggling technique, encourage positive peer interaction
Demonstration Notes
Always demonstrate techniques slowly first, then at normal speed. Use exaggerated movements to emphasise key points. Position yourself so all children can see from the front.
Verbal Cues
- •'Standing foot next to the ball!'
- •'Use the inside - not your toe!'
- •'Aim before you kick!'
- •'Gentle touches only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m outdoor space or large hall, clear of obstacles and hazards
Surface Check
Even, non-slip surface free from stones, holes, or wet patches that could cause slips
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and free from damage
- •Ensure cones have no sharp edges or cracks
- •Verify adequate equipment for group size
Risk Management
Key Risks
- •Ball strikes to head or body from other groups
- •Collisions between children during running activities
- •Trips from equipment left in pathways
- •Overexertion in young children
Risk Mitigation
- •Clear directional play established to avoid cross-kicks
- •Adequate spacing maintained between pairs throughout
- •Equipment positioned safely at boundaries when not in use
- •Regular hydration breaks and monitoring for fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children during activities
- •Monitor high-activity areas during warm-up games
- •Give special attention to children attempting new skills
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, and seek additional help if required