Lesson 3 - Ball Control and Trapping
Core Skills Through Play
•Year 1
•Fundamental Movement Skills
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How can we control a moving ball to make it our friend?
Learning Objectives
- To receive and trap a ball using different parts of the foot
- To cushion a pass using the instep effectively
- To demonstrate basic ball control skills with accuracy
Key Outcomes
- Students will be able to trap a ball using the sole of their foot
- Students will understand how to cushion a pass with their instep
- Students will show improved ball control and spatial awareness
Equipment & Resources Required
Distributed around activity area perimeter
Alternative: Size 3 footballs, foam balls for beginners
Triangle formation: 5m forward, 5m right, 5m left
Alternative: Coloured markers, bean bags, hoops
Placed 5m from team lines for target practice
Alternative: Hoops, chalk circles, tape markers
Clear area in front of wall for safe ball retrieval
Alternative: Rebound nets, large boards, fencing
Key Vocabulary
Stopping the ball by placing your foot on top of it
Using the inside of your foot to gently stop and control the ball
The inside part of your foot used for accurate passing and receiving
The bottom part of your foot used for trapping
Watching carefully to predict where the ball will go
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and movement skills
- Simple ball handling with hands
- Following simple instructions and working with partners
Current Skills
- Ball trapping with sole of foot
- Cushioning with instep
- Basic passing accuracy with inside of foot
Next Steps
- Ball control while moving
- Receiving balls from different angles
- More advanced passing techniques
Milestone Indicators
Key Teaching Points
- Foot firmly on top of ball for effective trapping - like putting a brake on a car
- Eyes must track the ball throughout its journey to the foot
- Get body in line with the ball's path before attempting to trap
- Instep cushioning requires turning foot to present large surface area
- Gentle ball delivery builds confidence before progressing to faster speeds
- Partner communication and encouragement enhances learning experience
- Practice with both feet develops balanced skill development
Common Misconceptions
- Children often try to kick the ball instead of trapping it - emphasise stopping not hitting
- Students may place foot beside ball rather than on top - demonstrate correct positioning clearly
- Some believe harder kicks improve their skill - teach that control comes from gentle, accurate delivery
- Children might think they need to catch every ball perfectly - emphasise effort and improvement over perfection
- Assumption that only strong foot should be used - encourage equal practice with both feet
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries marked, regular positive feedback, allow fidget tools if needed
dyspraxia
- Break down skills into smaller steps, use larger equipment, extra practice time, verbal cues for body positioning
autism spectrum
- Clear routine structure, visual schedule showing lesson progression, quiet space available if overwhelmed
visual impairment
- Use bright coloured balls with bells inside, provide verbal descriptions of ball position, buddy system for guidance
hearing impairment
- Use visual signals for commands, clear facial expressions and gestures, written instruction cards available
physical disability
- Seated trapping options, larger balls for easier contact, modified distances and lighter balls as needed
Cross-Curricular Links
English
Following verbal instructions, using specific vocabulary (trap, cushion, instep), describing techniques to others
Maths
Measuring 5-metre distances, counting passes and successful traps, calculating team scores, understanding triangle formations
Science
Forces and motion when ball hits foot, friction causing ball to stop, impact and energy transfer in ball control
PSHE
Cooperation and teamwork with partners, resilience when learning new skills, encouraging others and celebrating success
Teacher Guidance
Positioning
Move around activity area perimeter for maximum visibility, position centrally during demonstrations
Observation Focus
Watch for correct foot positioning in trapping, accurate passing technique, and positive partner interaction
Intervention Points
Step in when students struggling with basic technique, safety concerns arise, or negative behaviour observed
Demonstration Notes
Use exaggerated movements for clarity, involve students in demonstrations, emphasise key technique points clearly
Verbal Cues
- •'Foot on top like a brake!'
- •'Watch the ball with eagle eyes!'
- •'Soft touches, gentle control!'
- •'Get in line with the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m area, preferably with wall space available for ball work
Surface Check
Even, dry surface free from holes, debris, or wet patches that could cause slipping
Equipment Safety
Safety Checks
- •Check balls are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify wall area is clear of protrusions or hazards
Risk Management
Key Risks
- •Ball strikes to head or body from hard kicks
- •Collisions between students during movement activities
- •Slips and falls when changing direction quickly
- •Finger injuries during ball handling
Risk Mitigation
- •Establish clear boundaries and no-go areas
- •Emphasise gentle kicks and controlled passes
- •Adequate spacing maintained between working pairs
- •Progressive skill building from easy to challenging
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students
- •Move around activity area to monitor individual technique
- •Watch for fatigue affecting concentration and safety
Emergency Procedures
Stop signal understood by all students, immediate access to first aid kit, clear evacuation route established