Lesson 4 - Ball Control and Trapping
Movement & Ball Skills Play
•Reception
•Invasion Games
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Distributed around area perimeter for easy collection
Alternative: Size 3 footballs, soft play balls
Half placed upright, half inverted for warm-up game
Alternative: Dome markers, beanbags
Clear area 2m from wall for safe practice
Alternative: Large gym mats propped against wall
Key Vocabulary
Stopping and controlling a moving ball using your foot
Moving the ball forward using small touches with your feet
The inside part of your foot used for accurate passing
Gently stopping a ball by relaxing your foot as it makes contact
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
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