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Lesson 3 - Ball Control and Trapping

Core Skills Through Play

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

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

Medium-Sized Balls

1 per pair (15 balls)

Distributed around activity area perimeter

Alternative: Size 3 footballs, foam balls for beginners

Cones

9 cones (3 per group of 8)

Triangle formation: 5m forward, 5m right, 5m left

Alternative: Coloured markers, bean bags, hoops

Mats

7 spots

Placed 5m from team lines for target practice

Alternative: Hoops, chalk circles, tape markers

Wall Space

10m of wall

Clear area in front of wall for safe ball retrieval

Alternative: Rebound nets, large boards, fencing

Key Vocabulary

Trapping

Stopping the ball by placing your foot on top of it

Cushioning

Using the inside of your foot to gently stop and control the ball

Instep

The inside part of your foot used for accurate passing and receiving

Sole

The bottom part of your foot used for trapping

Anticipation

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

Consistent ball contact on first attempt

Ball stops within one metre of intended position

Can perform skill with both feet

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