Lesson 2 - Trapping and Shooting Skills
Object Control & Coordination
•Year 1
•Ball Skills
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How can we control a ball with our feet and use the correct part of our foot to shoot accurately?
Learning Objectives
- To trap a ball using the sole of the foot and shoot at a target using the instep
- To demonstrate goalkeeper positioning and safe catching technique
- To show increasing control when dribbling with alternating feet
Key Outcomes
- Students will be able to trap a moving ball with improved accuracy
- Students will identify and use the instep for powerful shooting
- Students will demonstrate basic goalkeeper stance and ball handling
Equipment & Resources Required
Distributed around activity area perimeter
Alternative: Soft play balls, bean bags for initial practice
Sets of 2 for goals, 1 for shooting position
Alternative: Markers, bean bags, or chalk lines
Teacher holds for warm-up activity
Alternative: Coloured bean bags, coloured cones
Stocked with various balls and targets for free play
Alternative: Equipment boxes or bags
Key Vocabulary
To stop a moving ball using your foot
The arched part of the top of the foot between the toes and ankle
To prepare your body in a strong, ready position
To move the ball forward using small touches with your feet
To hit the ball with power and purpose
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping movements
- Simple ball rolling and catching
- Understanding of personal space
Current Skills
- Ball trapping with sole of foot
- Shooting technique using instep
- Basic goalkeeper positioning and catching
Next Steps
- Trapping balls from different angles
- Shooting while moving
- Advanced goalkeeper techniques
Milestone Indicators
Key Teaching Points
- Instep shooting provides more power and accuracy than toe shooting
- Trapping requires being ready on toes before ball arrives
- Goalkeepers must brace themselves and move towards the ball
- Dribbling requires head up for spatial awareness and safety
- Ball control improves with practice and gentle touches
- Partner work requires communication and cooperation
- Safety is maintained through controlled movements and awareness of others
Common Misconceptions
- Using toe instead of instep for shooting - demonstrate power difference
- Stamping hard on ball when trapping - show gentle controlling touch
- Goalkeepers staying on goal line - explain importance of coming forward
- Looking down when dribbling - practice with head up for safety
- Rushing skills without proper technique - emphasise quality over speed
SEN Adaptations
ADHD
- Short activity bursts with clear start/stop signals, movement breaks built in, clear boundaries
dyspraxia
- Larger balls initially, extra practice time for coordination, break skills into smaller steps
autism spectrum
- Clear routines and expectations, visual schedule of activities, quiet space available if needed
visual impairment
- Use brightly coloured balls and equipment, verbal descriptions of demonstrations, buddy system for guidance
hearing impairment
- Visual signals and demonstrations, written instruction cards, ensure student can see teacher clearly
physical disability
- Modified shooting distances, seated goalkeeping options, larger targets for shooting
Cross-Curricular Links
Maths
Counting passes in 1-2-3 game, measuring distances with steps, understanding angles for shooting
Science
Forces when kicking ball, friction between boot and ball, balance and coordination
PSHE
Teamwork and cooperation, taking turns, encouraging others, building confidence
Teacher Guidance
Positioning
Central position with clear view of all students, move around to observe technique closely
Observation Focus
Watch for correct foot positioning in trapping and shooting, check spatial awareness during movement
Intervention Points
Step in if students struggling with ball control or if unsafe play develops
Demonstration Notes
Use exaggerated movements for visibility, involve confident students in demonstrations, repeat key points frequently
Verbal Cues
- •'Soft touches!'
- •'Head up!'
- •'Use your instep!'
- •'Trap first!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 30m x 20m
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Balls appropriate size and inflation for age group
- •Cones with no sharp edges or damage
- •Equipment trolley stable and accessible
Risk Management
Key Risks
- •Ball strikes to head or body
- •Collisions during movement
- •Slips during direction changes
- •Falls when goalkeeping
Risk Mitigation
- •Emphasise controlled ball work throughout
- •Clear boundaries and adequate spacing
- •Progressive skill building from stationary to moving
- •Safe goalkeeping technique demonstrated
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all activities
- •Monitor ball work for safety
- •Be alert during free play section
Emergency Procedures
Stop activity immediately, assess any injury, provide appropriate first aid, complete accident forms if required