⚪

Lesson 2 - Moving with a Ball Using Feet

Foundation Ball Control and Spatial Awareness Through Feet

•

Reception

•

Ball Skills

•

30 min

Big Question

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

Softballs

1 per student (30)

Pre-distributed around area perimeter

Alternative: Bean bags, soft balls, or playground balls

Cones

20-30 cones

Set up in pairs to create 10-15 'magic tunnels'

Alternative: Marker spots, bean bags, or plastic bottles

Coloured Bibs

12.5 bibs

For rewarding 'wizard dribbler' status

Alternative: Stickers, bands, or praise certificates

Key Vocabulary

Control

Keeping the ball close to us so others cannot take it away

Dribbling

Moving the ball with small touches using our feet

Space

Empty areas where we can move without bumping into others

Inside of foot

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

Can keep ball within arm's reach while moving

Uses inside of foot naturally

Shows awareness of space around them

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