Lesson 1 - Exploring Ball Control with Feet
Foundation Ball Control and Spatial Awareness Through Feet
•Reception
•Ball Skills
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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
Distributed around area perimeter before lesson starts
Alternative: Large playground balls, soft foam balls for nervous students
Mark out playing area boundaries - 20m x 15m minimum
Alternative: Bean bags, hoops, or chalk marks
Keep accessible for stop/start signals
Alternative: Tambourine, bell, or voice commands
Key Vocabulary
Keeping the ball close to us and preventing others from taking it
Empty areas where we can move without bumping into others
Moving the ball along the ground using gentle kicks with our feet
The flat part of our foot near the big toe
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
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