Lesson 5 - Exploring Kicking (Passing)
Foundation Feet Skills and Ball Control for Young Learners
•Year 1
•Ball Skills
•Start Planning Better PE Lessons
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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
Place balls around perimeter of area for easy collection
Alternative: Size 3 footballs, or slightly deflated size 4 balls for easier control
Use for ball placement and traffic light signals
Alternative: Bean bags, markers, or spot markers
Teacher holds these for traffic light warm-up
Alternative: Coloured cards or bibs
Different colours for each pair if available
Alternative: Not essential but helps identify partners
Key Vocabulary
Moving the ball from one player to another using feet
Hitting your target exactly where you aim
The flat part of your foot on the inside edge
The place or person you are aiming for
Keeping the ball close and doing what you want with it
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
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