Lesson 2 - Moving with a Ball Using Feet
Foundation Ball Control and Spatial Awareness Through Feet
•Reception
•Ball Skills
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How can we become wizard dribblers who keep magical control of our ball?
Learning Objectives
- To develop using feet to move with a ball with increasing control
- To understand the meaning of 'control' and why it's important
- To learn to move into spaces while dribbling
Key Outcomes
- Students will be able to dribble a ball using their feet with basic control
- Students will understand why keeping the ball close is important
- Students will demonstrate moving into spaces to avoid others
Equipment & Resources Required
Pre-distributed around area perimeter
Alternative: Bean bags, soft balls, or playground balls
Set up in pairs to create 10-15 'magic tunnels'
Alternative: Marker spots, bean bags, or plastic bottles
For rewarding 'wizard dribbler' status
Alternative: Stickers, bands, or praise certificates
Key Vocabulary
Keeping the ball close to us so others cannot take it away
Moving the ball with small touches using our feet
Empty areas where we can move without bumping into others
The flat part of our foot next to our big toe
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of following simple instructions
- Awareness of personal space
Current Skills
- Dribbling with feet
- Ball control concepts
- Moving into spaces
Next Steps
- Dribbling with both feet
- Passing to a partner
- Simple ball games with rules
Milestone Indicators
Key Teaching Points
- Use inside of foot for maximum control and accuracy
- Keep ball within arm's reach at all times - 'close like a best friend'
- Small touches are more effective than big kicks
- Look up regularly to see space and avoid collisions
- Control means keeping the ball safe from others
- Practice makes progress - celebrate improvement over perfection
- Spatial awareness is crucial for safe and effective movement
Common Misconceptions
- Students think big kicks show more skill - emphasise control over power
- Belief that speed equals success - stress controlled movement
- Using toe instead of inside foot - demonstrate and practice correct surface
- Focusing only on ball instead of surroundings - practice head-up awareness
- Thinking mistakes mean failure - frame as learning opportunities
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, regular movement breaks, immediate positive feedback
dyspraxia
- Larger equipment, simplified movements initially, extra practice time, step-by-step breakdowns
autism spectrum
- Clear routines and expectations, visual schedule of activities, quiet space available if needed, consistent language
visual impairment
- Use brightly coloured balls, verbal descriptions of space and gates, buddy system for guidance
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written/pictorial rule reminders
physical disability
- Adapted balls (larger/softer), seated dribbling options, modified gate sizes, peer support
Cross-Curricular Links
English
Following instructions, learning new vocabulary (control, dribbling, space), explaining techniques to others
Maths
Counting wizard points, understanding concepts of more/less, basic addition
PSHE
Taking turns, celebrating others' success, showing resilience after mistakes, working together
Teacher Guidance
Positioning
Move around perimeter and through activity area for optimal supervision and individual support
Observation Focus
Watch for correct foot usage, ball control, spatial awareness, and engagement levels
Intervention Points
Step in to support struggling students, manage any conflicts over equipment, ensure safety
Demonstration Notes
Use exaggerated movements and clear visual contrasts (controlled vs uncontrolled) for young learners
Verbal Cues
- •'Inside of foot like magic!'
- •'Ball stays close like your best friend!'
- •'Gentle touches, not big kicks!'
- •'Look up to see where you're going!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area for 30 Reception students
Surface Check
Dry, flat surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check balls are properly inflated but not over-inflated
- •Ensure cones have no sharp edges or cracks
- •Bibs clean and appropriate size
Risk Management
Key Risks
- •Collisions between students during dribbling
- •Trips and falls while looking at ball
- •Ball strikes to face or body
- •Overexertion in young children
Risk Mitigation
- •Clear boundaries and space awareness reminders
- •Emphasis on controlled speed and looking up
- •Gradual build-up of activity intensity
- •Regular breaks and hydration reminders
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students
- •Move around area to monitor individual progress
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid and support as needed