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Lesson 4 - Ball Control and Trapping

Movement & Ball Skills Play

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Reception

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Invasion Games

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45 min

Big Question

How can we gain control of a moving ball using different parts of our foot?

Learning Objectives

To develop ball control skills using feet
To learn how to trap a ball effectively
To understand basic principles of attacking and defending

Key Outcomes

Students will be able to trap a ball using their foot
Students will demonstrate improved ball control when dribbling
Students will show understanding of simple passing and receiving

Equipment & Resources Required

Medium-Sized Balls

1 per 2 students (15)

Distributed around area perimeter for easy collection

Alternative: Size 3 footballs, soft play balls

Cones

20-30

Half placed upright, half inverted for warm-up game

Alternative: Dome markers, beanbags

Scoring Boards

Wall space for 15 students

Clear area 2m from wall for safe practice

Alternative: Large gym mats propped against wall

Key Vocabulary

Trapping

Stopping and controlling a moving ball using your foot

Dribbling

Moving the ball forward using small touches with your feet

Instep

The inside part of your foot used for accurate passing

Cushioning

Gently stopping a ball by relaxing your foot as it makes contact

Anticipation

Watching and predicting where the ball will go

Skill Progression Pathway

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

Prior Learning

Basic running and stopping
Simple ball rolling with hands
Following simple instructions

Current Skills

Ball trapping with feet
Basic dribbling technique
Short passing and receiving

Next Steps

Dribbling while moving at speed
Passing with greater accuracy
Basic shooting technique

Milestone Indicators

Consistent ball control under pressure

Accurate passing over varying distances

Quick reactions to receive moving balls

Key Teaching Points

Whole foot on top of ball for effective trapping - not just toes
Standing foot placed alongside ball for accurate passing
Use instep (inside of foot) for most accurate passing technique
Move feet to get in line with incoming ball rather than reaching
Keep ball close to body during dribbling using small touches
Watch ball all the way to feet when receiving a pass
Practice with both feet to become a complete player

Common Misconceptions

Students think they must use toes for all ball contact - demonstrate instep use for passing
Belief that harder kicks are always better - emphasise control over power
Standing still when ball is coming - teach active movement to receive
Only practicing with dominant foot - explain importance of two-footed ability
Trapping means just touching the ball - emphasise complete control and stillness

SEN Adaptations

ADHD

Include frequent movement breaks, provide clear boundaries and structure, offer leadership roles to maintain engagement

dyspraxia

Use larger balls for easier control, break skills into smaller steps with extra practice time, provide additional adult support for demonstrations

autism spectrum

Provide clear visual schedule of lesson activities, offer quiet practice space if overwhelmed, use consistent language and routines

visual impairment

Use brightly coloured balls with bells inside, provide detailed verbal descriptions of foot placement, assign sighted buddy for spatial guidance

hearing impairment

Use clear visual demonstrations with exaggerated movements, establish hand signal for 'stop/trap', provide written instruction cards with pictures

physical disability

Offer seated ball control practice, use larger/lighter balls for easier manipulation, adapt trapping to use hands if needed

Cross-Curricular Links

English

Following multi-step instructions, using specific vocabulary (trapping, dribbling, instep), describing movements and techniques

Science

Forces and motion when ball contacts foot, friction between ball and ground surfaces, balance and coordination during movement

PSHE

Cooperation and teamwork with partners, resilience when skills are challenging, fair play and encouragement of others

Teacher Guidance

Positioning

Position at corner of area for maximum visibility during games, central for demonstrations

Observation Focus

Watch for correct foot placement during trapping, controlled ball contact during dribbling, safe movement during dynamic activities

Intervention Points

Step in if students losing control of ball consistently, if spacing becomes unsafe, or if any student appears frustrated or disengaged

Demonstration Notes

Demonstrate: Exaggerate foot placement for visibility, use contrasting examples (good vs. needs improvement), involve students in demonstrations when possible

Verbal Cues

•'Foot on top of the ball'
•'Little touches keep it close'
•'Watch the ball all the way to your feet'
•'Step towards the ball to meet it'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space, indoor hall or outdoor playground

Surface Check

Even surface free from holes, debris, 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
•Confirm wall space is clear of protruding fixtures

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls when changing direction quickly
•Balls striking students in face during passing practice

Risk Mitigation

•Clear boundaries established and reinforced throughout
•Adequate spacing maintained between pairs during all activities
•Balls kept at ground level with no high kicks permitted
•Progressive skill building from static to dynamic practice

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during games
•Monitor high-activity areas during dribbling practice
•Check wall practice areas for safe distances maintained

Emergency Procedures

Immediate stop signal practiced, basic first aid available, clear access to exit routes maintained