Lesson 2 - Ball Control and Movement with Feet
Foundation Feet Skills and Ball Control for Young Learners
•Year 1
•Ball Skills
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How can we use different parts of our feet to move the ball like a football player?
Learning Objectives
- Develop using the inside and outside of feet to dribble a ball with increasing control
- Understand the importance of moving into space while maintaining ball control
- Demonstrate ability to stop and start movement with the ball using feet only
Key Outcomes
- Students will be able to dribble a ball using both feet with basic control
- Students will understand why keeping the ball close is important
- Students will respond quickly to movement commands while controlling the ball
Equipment & Resources Required
Distributed around perimeter of area before lesson starts
Alternative: Large playground balls, size 3 footballs for easier control
Teacher holds one cone at a time for traffic light activity
Alternative: Coloured scarves, laminated cards
Mark clear playing area 20m x 15m minimum
Alternative: Existing hall lines can be used
Key Vocabulary
Moving the ball along the ground using small touches with your feet
Keeping the ball close to you so no one else can take it
An empty area where you can move without bumping into others
The flat part of your foot on the big toe side
The side part of your foot near your little toe
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of using feet with a ball
- Simple running and stopping movements
- Following basic instructions
Current Skills
- Using inside and outside of feet for ball control
- Moving into space while dribbling
- Stopping ball with feet only
Next Steps
- Dribbling around obstacles
- Passing ball to a partner
- Simple shooting techniques
Milestone Indicators
Key Teaching Points
- Emphasise gentle touches with inside and outside of feet rather than hard kicks
- Constantly reinforce keeping ball within arm's reach for good control
- Use traffic light system to develop quick response to game situations
- Connect space awareness to real football game scenarios
- Praise effort and improvement over perfect technique at this age
- Ensure students understand why we don't use hands in football
- Build excitement about becoming 'real footballers' to maintain engagement
Common Misconceptions
- Thinking harder kicks give better control - teach gentle touches are more effective
- Believing only the toe can move the ball - emphasise inside/outside foot surfaces
- Not understanding why hands can't be used - explain football rules simply
- Thinking speed is more important than control - demonstrate slow, controlled movement
- Confusion about what constitutes good 'space' - provide clear visual examples
SEN Adaptations
ADHD
- Shorter activity bursts, clear start/stop signals, plenty of movement opportunities
dyspraxia
- Larger balls for easier contact, slower pace, extra practice time for coordination
autism spectrum
- Clear, consistent routine, visual schedule of activities, quiet space available if overwhelmed
visual impairment
- Use brightly coloured balls, provide verbal descriptions of demonstrations, buddy system for spatial guidance
hearing impairment
- Use visual signals for traffic lights, clear demonstrations, written instruction cards
physical disability
- Adapt to seated position, use hands for ball control if needed, focus on upper body involvement
Cross-Curricular Links
Maths
Spatial awareness and direction, counting ball touches, measuring distances moved
Science
Forces when ball is kicked, friction between ball and surface, body movement and balance
Geography
Directional language (left, right, forward, backward), mapping movement around space
PSHE
Following rules, cooperation with others, managing emotions when frustrated with ball control
Teacher Guidance
Positioning
Move around perimeter of area to observe all students, position centrally for demonstrations
Observation Focus
Watch for correct foot surface use, ball control quality, spatial awareness, and response to commands
Intervention Points
Step in when students use hands instead of feet, when ball control deteriorates, or when safety concerns arise
Demonstration Notes
Always demonstrate at student height (crouch down), use exaggerated movements for clarity, involve students in demonstrations when possible
Verbal Cues
- •'Gentle touches!' when students kick too hard
- •'Look up!' when students watch ball constantly
- •'Find a space!' when students bunch together
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, preferably sports hall or playground
Surface Check
Non-slip surface free from obstacles, appropriate for ball skills
Equipment Safety
Safety Checks
- •Check balls are properly inflated but not over-inflated
- •Ensure cones have no sharp edges or cracks
- •Boundary markers clearly visible and secure
Risk Management
Key Risks
- •Collisions between students during dribbling activities
- •Slips and falls when changing direction quickly
- •Ball strikes to face or body during close control work
Risk Mitigation
- •Establish clear boundaries and ensure adequate spacing
- •Emphasise gentle touches rather than hard kicks
- •Stop activity immediately if collisions occur
- •Teach students to look up regularly while dribbling
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during activities
- •Move around area to give individual guidance
- •Monitor fatigue levels especially in younger students
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, contact school medical officer if needed