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Lesson 1 - Exploring Ball Control with Feet

Foundation Ball Control and Spatial Awareness Through Feet

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Reception

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Ball Skills

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45 min

Big Question

How can we use different parts of our feet to keep a ball close and under control?

Learning Objectives

Explore different ways of using feet to move with a ball
Begin to understand the concept of ball control
Develop awareness of space and movement

Key Outcomes

Students will be able to kick (dribble) a ball with increasing control
Students will understand the meaning of 'control' and 'space'
Students will demonstrate different ways of moving with a ball using their feet

Equipment & Resources Required

Softballs

1 per student (30)

Distributed around area perimeter before lesson starts

Alternative: Large playground balls, soft foam balls for nervous students

Cones

8-12

Mark out playing area boundaries - 20m x 15m minimum

Alternative: Bean bags, hoops, or chalk marks

Whistles

Keep accessible for stop/start signals

Alternative: Tambourine, bell, or voice commands

Key Vocabulary

Control

Keeping the ball close to us and preventing others from taking it

Space

Empty areas where we can move without bumping into others

Dribbling

Moving the ball along the ground using gentle kicks with our feet

Inside of foot

The flat part of our foot near the big toe

Outside of foot

The outer edge of our foot near the little toe

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running and walking skills
Ability to follow simple instructions
Understanding of 'stop' and 'go' commands

Current Skills

Exploring different parts of feet for ball control
Understanding concepts of control and space
Beginning dribbling with dominant foot

Next Steps

Developing consistent ball control with both feet
Learning to change direction while dribbling
Introduction to simple games with ball skills

Milestone Indicators

Ball stays within arm's reach while moving

Can demonstrate three different parts of foot

Shows understanding of space awareness

Key Teaching Points

Inside of foot provides best control for dribbling
Ball control means keeping the ball close to maintain possession
Spatial awareness is crucial for safety and game success
Gentle touches are more effective than hard kicks for control
Different parts of foot create different ball movements
Looking up while dribbling helps avoid collisions
Practice and experimentation help develop better technique

Common Misconceptions

Harder kicks give better control - actually gentle touches maintain possession
Only toes should touch the ball - inside foot provides much better control
Fast movement equals good skills - controlled movement is more important
All foot parts work equally well - each part has different effects on ball
Looking at ball constantly is best - need to look up for spatial awareness

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear visual and auditory signals

dyspraxia

Use larger balls initially, reduce complexity of movements, allow extra practice time, provide patient encouragement

autism spectrum

Provide clear visual schedule, allow for sensory breaks, maintain consistent routine structure

visual impairment

Use brightly coloured balls with different textures, provide verbal descriptions of demonstrations, assign sighted buddy for support

hearing impairment

Use clear visual signals and gestures, demonstrate all instructions physically, position close to teacher for lip reading

physical disability

Adapt to seated position with larger ball, modify to upper body movements, provide specialist equipment as needed

Cross-Curricular Links

English

Following instructions, describing movements, expressing preferences and opinions

Maths

Spatial concepts, positional language (near, far, close), counting foot touches

Science

Forces and motion, cause and effect of different touches, materials and surfaces

Geography

Direction and movement, spatial awareness, mapping movement patterns

PSHE

Taking turns, cooperating with others, managing frustration, celebrating success

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally for demonstrations

Observation Focus

Watch for developing control, spatial awareness, and engagement levels

Intervention Points

Step in if students losing control repeatedly, provide encouragement for hesitant students

Demonstration Notes

Always demonstrate techniques slowly and clearly, repeat key movements, invite students to watch specific details

Verbal Cues

•'Keep it close!'
•'Gentle touches!'
•'Look for spaces!'
•'Inside of foot works well!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m, clear of obstacles and trip hazards

Surface Check

Dry, even surface suitable for running with good grip

Equipment Safety

Safety Checks

•Check footballs are properly inflated but not over-hard
•Cones have no sharp edges or cracks
•Adequate balls available to avoid sharing conflicts

Risk Management

Key Risks

•Collisions between students during movement
•Slips and falls on wet surfaces
•Loss of balance during heel movements
•Balls rolling into other activities

Risk Mitigation

•Clear boundaries established with visual markers
•Adequate spacing emphasised throughout
•Controlled pace maintained, no running
•Regular safety reminders about awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity phases closely
•Watch for students struggling with balance or control

Emergency Procedures

Stop activity immediately with whistle, assess situation, apply appropriate first aid, comfort distressed students