Lesson 3 - Ball Control with Feet
Obj Control & Movement Basics
•Reception
•Manipulation & Coordination
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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
Use balls that won't bounce too high for better control at Reception level
Alternative: Soft playground balls, deflated footballs
Different colours help identify team areas and sitting positions
Alternative: Bean bags, spots, chalk lines
Clear visual distinction between teams essential for young students
Alternative: Different coloured cones for teams
Key Vocabulary
Using your foot to strike the ball and send it away
Using your feet or legs to prevent the ball from moving past you
Making the ball go where you want it to go
Using both sides of your body - both left and right foot
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
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