⚪

Lesson 5 - Exploring Kicking (Passing)

Foundation Feet Skills and Ball Control for Young Learners

•

Year 1

•

Ball Skills

•

45 min

Big Question

How can we use our feet to control and pass the ball accurately to help our team?

Learning Objectives

Explore different ways to kick (pass) a ball using increasing control
Understand why accuracy is important when passing to a target
Begin to use the inside of the foot for controlled passing

Key Outcomes

Students will demonstrate improved ball control when passing
Students will show understanding of target-focused passing
Students will work cooperatively with a partner in game situations

Equipment & Resources Required

Softballs

1 per pair (15 balls)

Place balls around perimeter of area for easy collection

Alternative: Size 3 footballs, or slightly deflated size 4 balls for easier control

Cones

15-20 mixed colours

Use for ball placement and traffic light signals

Alternative: Bean bags, markers, or spot markers

Coloured Cones

3 (red, yellow, green)

Teacher holds these for traffic light warm-up

Alternative: Coloured cards or bibs

Bibs

15 (optional)

Different colours for each pair if available

Alternative: Not essential but helps identify partners

Key Vocabulary

Passing

Moving the ball from one player to another using feet

Accuracy

Hitting your target exactly where you aim

Inside of foot

The flat part of your foot on the inside edge

Target

The place or person you are aiming for

Control

Keeping the ball close and doing what you want with it

Non-kicking foot

The foot you stand on when kicking with the other foot

Skill Progression Pathway

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

Prior Learning

Basic dribbling with feet from previous lessons
Understanding of personal space and movement
Simple ball control and stopping techniques

Current Skills

Exploring different ways to kick/pass a ball
Understanding the concept of target-focused passing
Beginning to use inside of foot for controlled passes

Next Steps

Passing over longer distances
Receiving and controlling passed balls
Passing in small team games

Milestone Indicators

Consistent ball contact using inside of foot

Accurate passes to stationary targets

Understanding of when and why to pass

Key Teaching Points

Standing foot placement next to ball pointing towards target
Using inside of foot for controlled, accurate passing
Gentle contact with ball rather than hard kicking
Following through towards the target after contact
Keeping eyes on target before and during pass
Taking time to aim rather than rushing the pass
Understanding that accuracy is more important than power

Common Misconceptions

Thinking harder kicks are better - explain control and accuracy are more important
Using toe to kick ball - demonstrate why inside of foot gives better control
Placing standing foot too far from ball - show how this affects balance and accuracy
Not looking at target - explain importance of aiming
Expecting immediate success - emphasise that passing takes lots of practice
Believing only strong students can pass well - show that technique matters more than strength

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries marked visually, regular movement breaks, immediate positive feedback for focus

dyspraxia

Larger, softer balls, closer distances, extra practice time, break down technique into smaller steps, visual foot position markers

autism spectrum

Provide clear routine structure, visual schedule of activities, quiet space available if needed, consistent partner throughout

visual impairment

Use brightly coloured balls, provide verbal descriptions of demonstrations, use sound cues for direction, arrange sighted partner support

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for game rules, ensure good eye contact when speaking

physical disability

Seated passing practice for wheelchair users, modified target sizes, allow rolling ball with hands if needed, adjust distances

Cross-Curricular Links

English

Following multi-step instructions, using new vocabulary (passing, accuracy, target), explaining technique to others

Maths

Counting points accurately during Ghostbusters game, measuring distances between partners, understanding concepts of 'closer' and 'further'

Science

Understanding forces when kicking ball gently vs hard, exploring how ball direction changes with foot position

PSHE

Working cooperatively with partners, showing fairness in competition, encouraging others, managing emotions when missing targets

Teacher Guidance

Positioning

Stand where you can see all pairs during activities, move between pairs during practice to give individual feedback

Observation Focus

Watch for correct foot positioning, accuracy of passes, safety of movement, and quality of partner cooperation

Intervention Points

Step in when technique is completely wrong, safety is compromised, or students become frustrated

Demonstration Notes

Always demonstrate technique slowly and clearly, use student volunteers to show good examples, repeat demonstrations as needed during practice

Verbal Cues

•'Standing foot next to ball!'
•'Inside of foot to kick!'
•'Aim at your target!'
•'Gentle pass, not hard kick!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m indoor hall or playground area, clear of obstacles

Surface Check

Dry, non-slip surface essential for safe ball control and movement

Equipment Safety

Safety Checks

•Check footballs are properly inflated but not over-hard
•Ensure cones have no sharp edges or cracks
•Balls should be appropriate size for age group

Risk Management

Key Risks

•Collisions between students during movement
•Slips and trips from balls rolling underfoot
•Kicks to shins or feet during passing practice

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing between pairs (minimum 2 metres)
•Emphasis on controlled, not powerful passing
•Progressive skill building from stationary to moving targets

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during activities
•Monitor energy levels and competitive behaviour
•Watch for students using excessive force
•Intervene quickly if spacing becomes inadequate

Emergency Procedures

Stop activity immediately on 'STOP' command, assess any injuries, provide appropriate first aid, contact school office if serious injury