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Lesson 2 - Ball Control and Movement with Feet

Foundation Feet Skills and Ball Control for Young Learners

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Year 1

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Ball Skills

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30 min

Big Question

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

Softballs

1 per student (30)

Distributed around perimeter of area before lesson starts

Alternative: Large playground balls, size 3 footballs for easier control

Coloured Cones

3 (red, yellow, green)

Teacher holds one cone at a time for traffic light activity

Alternative: Coloured scarves, laminated cards

Sun Markers

8-12

Mark clear playing area 20m x 15m minimum

Alternative: Existing hall lines can be used

Key Vocabulary

Dribbling

Moving the ball along the ground using small touches with your feet

Control

Keeping the ball close to you so no one else can take it

Space

An empty area where you can move without bumping into others

Inside of foot

The flat part of your foot on the big toe side

Outside of foot

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

Ball stays within arm's reach during movement

Can change direction without losing control

Responds to commands within 3 seconds

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