⚪

Lesson 3 - Punting Skills and Control

Object Control & Coordination

•

Year 1

•

Ball Skills

•

45 min

Big Question

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

Balloon Balls

1 per pair (15 balls)

Pre-distributed around activity area perimeter

Alternative: Bean bags, foam balls, playground balls

Cones

Sets of 2 for gates, line markers for games

Alternative: Markers, bean bags, spots

Hoops

7 hoops

Placed for collection points in Rob the Chest game

Alternative: Marked circles, poly spots

Music Player

For musical instruction warm-up

Alternative: Teacher voice commands

Key Vocabulary

Punt

Kicking a ball with your foot after dropping it from your hands

Instep

The top part of your foot where your laces are on your shoes

Trajectory

The path the ball travels through the air

Grubber kick

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

Consistent contact with instep

Clear difference between high and low punts

Effective partner cooperation

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