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Lesson 3 - Ball Control with Feet

Obj Control & Movement Basics

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Reception

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Manipulation & Coordination

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30 min

Big Question

How can we use our feet and legs to control where a ball goes?

Learning Objectives

Reproduce movements with a ball bilaterally using both feet
Practise making contact with a ball using feet and legs for control
Develop coordination skills through ball manipulation activities

Key Outcomes

Students will demonstrate kicking with both right and left foot
Students will show ability to stop a ball using legs and feet
Students will apply ball control skills in simple game situations

Equipment & Resources Required

Softballs

3 for starter, 2 per playing area for Activity 2

Use balls that won't bounce too high for better control at Reception level

Alternative: Soft playground balls, deflated footballs

Cones

8-12 for boundaries, 1 per student for Activity 2

Different colours help identify team areas and sitting positions

Alternative: Bean bags, spots, chalk lines

Bibs

Half class set for team identification

Clear visual distinction between teams essential for young students

Alternative: Different coloured cones for teams

Key Vocabulary

Kick

Using your foot to strike the ball and send it away

Stop

Using your feet or legs to prevent the ball from moving past you

Control

Making the ball go where you want it to go

Bilateral

Using both sides of your body - both left and right foot

Barrier

Using your legs like a wall to block the ball

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Understanding of simple game rules
Awareness of personal space

Current Skills

Bilateral foot coordination
Ball contact with feet and legs
Basic stopping and kicking techniques

Next Steps

Directional kicking with accuracy
Moving with ball control
Partner passing activities

Milestone Indicators

Can kick with preferred foot consistently

Shows awareness of ball direction

Demonstrates basic stopping technique

Key Teaching Points

Always emphasise using feet rather than hands for ball contact
Focus on effort and attempt rather than perfection at Reception level
Use both feet to develop bilateral coordination from early age
Create inclusive environment where all students can experience success
Link activities to familiar concepts (backyard, barriers, superheroes) for engagement
Maintain clear, simple rules throughout all activities
Provide constant encouragement and positive reinforcement

Common Misconceptions

Students thinking they must kick hard to be successful - teach gentle control first
Believing they can only use their 'good' foot - encourage bilateral development
Assuming winning is most important - emphasise participation and effort
Thinking they must get it right first time - normalise practice and improvement
Believing they can't do it if others seem better - celebrate individual progress

SEN Adaptations

ADHD

Break instructions into smaller chunks, provide frequent positive feedback, allow movement breaks between activities, use shorter activity periods

dyspraxia

Provide larger balls for easier contact, demonstrate movements slowly and repeatedly, allow extra practice time, celebrate any successful attempts

autism spectrum

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

visual impairment

Use bright yellow/orange balls for better visibility, provide verbal descriptions of all demonstrations, use tactile cues for positioning

hearing impairment

Use clear visual signals for start/stop, demonstrate all instructions physically, ensure student can see teacher's face when speaking

physical disability

Allow sitting/alternative positions for all activities, provide larger/lighter balls if needed, modify distances and targets as appropriate

Cross-Curricular Links

Maths

Counting balls, recognising numbers for team games, understanding concepts of more/less, basic addition when scoring points

PSHE

Cooperation and teamwork, managing emotions during competition, showing respect for others, building confidence through achievement

Teacher Guidance

Positioning

Position at edge of playing area with clear sight lines to all students, move around during activities to provide individual encouragement

Observation Focus

Watch for attempt at foot contact with ball, note spatial awareness, monitor energy levels and behaviour

Intervention Points

Step in if students use hands repeatedly, address unsafe behaviour immediately, provide additional support for students struggling with instructions

Demonstration Notes

Always demonstrate at students' eye level, use exaggerated movements for clarity, involve students in demonstrations when safe to do so

Verbal Cues

•'Use the side of your foot like this!'
•'Make your legs wide like a gate!'
•'Gentle touches keep the ball close!'
•'Sprint to the cone, then to the ball!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear space, or two smaller areas of 10m x 10m each

Surface Check

Dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Foam balls checked for damage and appropriate firmness
•Cones inspected for cracks or sharp edges
•All equipment appropriate size for Reception age group

Risk Management

Key Risks

•Collisions during running activities
•Trips and falls on scattered equipment
•Ball impacts to face or head
•Overexcitement leading to unsafe behaviour

Risk Mitigation

•Clear boundaries and designated areas established
•Soft, low-bounce balls used throughout
•Adequate spacing between students during activities
•Clear instructions and consistent rule reinforcement
•Adult supervision positioned for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Position to observe both playing areas during Activities 1 and 2
•Move around during activities to encourage and monitor safety
•Watch for overexcited behaviour and intervene early

Emergency Procedures

Stop activity immediately with clear signal, assess any injuries, apply appropriate first aid, involve school first aider if necessary