Lesson 3 - Punting Skills and Control
Object Control & Coordination
•Year 1
•Ball Skills
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How can I use different parts of my foot to punt a ball high or low to where I want it to go?
Learning Objectives
- To develop punting technique using the instep (laces area) of the foot
- To understand how foot angle and body position affect ball trajectory
- To demonstrate cooperation and turn-taking during partner activities
Key Outcomes
- Students will be able to punt a ball with control using their instep
- Students will show understanding of how to make the ball go higher or lower
- Students will work cooperatively with partners and take turns sharing equipment
Equipment & Resources Required
Pre-distributed around activity area perimeter
Alternative: Bean bags, foam balls, playground balls
Sets of 2 for gates, line markers for games
Alternative: Markers, bean bags, spots
Placed for collection points in Rob the Chest game
Alternative: Marked circles, poly spots
For musical instruction warm-up
Alternative: Teacher voice commands
Key Vocabulary
Kicking a ball with your foot after dropping it from your hands
The top part of your foot where your laces are on your shoes
The path the ball travels through the air
A low punt that travels mainly along the ground
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of personal space
- Simple kicking movements
Current Skills
- Punting technique with instep
- Trajectory control through body position
- Partner cooperation and turn-taking
Next Steps
- Punting for distance and accuracy
- Using punts in game situations
- Advanced ball control with feet
Milestone Indicators
Key Teaching Points
- Always emphasise two-handed ball drop for consistency
- Instep contact is crucial - connect to shoelace location for young students
- Body position determines trajectory - lean back for high, forward for low
- Partner encouragement and turn-taking are equally important as skill development
- Use 'grubber kick' terminology to connect to rugby sport knowledge
- Celebrate effort and improvement over perfect technique
- Safety first - soft balls and controlled environments essential
Common Misconceptions
- Students often kick with toe instead of instep - repeatedly show laces area
- Many think harder kick equals better punt - emphasise technique over power
- Students may not understand trajectory control - use visual demonstrations of lean positions
- Some students rush through partner turns - reinforce taking time and encouraging
- Confusion between punt and normal kick - stress the drop element clearly
- Think one-handed drop is easier - show how two hands gives better control
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement opportunities, use clear visual boundaries
dyspraxia
- Use larger, softer balls, allow extra practice time, break down movements into smaller steps, provide physical guidance
autism spectrum
- Provide clear sequence cards for activities, maintain consistent routines, offer quiet space if overwhelmed
visual impairment
- Use brightly coloured balls, provide verbal descriptions of demonstrations, pair with sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for game starts/stops, written instruction cards available
physical disability
- Seated punting from chair possible, use balloon balls for easier handling, modify distances as needed
Cross-Curricular Links
Maths
Counting balls in games, measuring distances with steps, understanding high/low concepts and angles
Science
Forces and motion - how body position affects ball trajectory, understanding gravity effects on ball flight
Geography
Directional language - forward/backward body lean, spatial awareness and positioning
PSHE
Cooperation and turn-taking, encouraging others, managing competition emotions, showing respect for teammates
Teacher Guidance
Positioning
Move around perimeter during activities to observe all students, central position for demonstrations
Observation Focus
Watch for correct instep contact, body positioning for trajectory control, and positive partner interactions
Intervention Points
Step in if students struggle with basic punt contact, unsafe behaviour occurs, or negative interactions develop
Demonstration Notes
Use exaggerated body movements for clarity, involve students in demonstrations, repeat key technique points frequently
Verbal Cues
- •'Two hands drop, instep kick!'
- •'Lean back for high, forward for low!'
- •'Encourage your partner!'
- •'Show me your instep!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, preferably sports hall or large playground
Surface Check
Non-slip, even surface free from water, obstacles, or debris
Equipment Safety
Safety Checks
- •Soft balls only to prevent injury
- •Cones checked for sharp edges or cracks
- •Hoops inspected for damage
- •Balls properly inflated but not over-inflated
Risk Management
Key Risks
- •Collisions during active games
- •Balls creating slip hazards
- •Inappropriate kicking technique causing injury
- •Equipment conflicts between students
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between pairs/groups maintained
- •Soft ball use throughout lesson
- •Progressive skill building from static to dynamic
- •Clear rules for ball collection and sharing
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor punting technique to prevent toe-kicking injuries
- •Watch for safe ball collection during games
- •Ensure appropriate behaviour during partner work
Emergency Procedures
Stop activity immediately on safety concern, assess situation, provide appropriate first aid or support as needed