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Lesson 6 - Kicking and Control Development

Ball Mastery & Exploration

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Reception

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Ball Skills

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50 min

Big Question

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

Balls

One ball per pair, extras available at side of area

Alternative: Size 3 footballs, soft play balls for indoor use

Dish Cones

Various colours for different activities, stored in container at edge

Alternative: Bean bags, spots, or chalk markers for permanent surface

Markers

Pairs of cones 2 metres apart for goals

Alternative: Two cones per goal, or painted markers

Key Vocabulary

Inside of foot

The flat part of your foot on the side of your big toe

Standing foot

The foot that stays on the ground next to the ball when you kick

Target

Something we aim at when we kick the ball

Control

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

Standing foot consistently placed beside ball

Contact made with inside of foot rather than toe

Ball travels in intended direction

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