Lesson 6 - Punting and Striking Skills
Movement Mastery Skills
•Year 1
•Fundamental Movement Skills
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How can I control where the ball goes when I kick or strike it?
Learning Objectives
- To develop punting technique using laces of the foot
- To improve striking accuracy with different body parts
- To understand the difference between punting from hands and kicking from ground
Key Outcomes
- Students will demonstrate controlled punting from hands
- Students will strike balls accurately using various body parts
- Students will apply kicking skills in simple game situations
Equipment & Resources Required
Distributed around activity area perimeter
Alternative: Large lightweight balls, beach balls
4 different coloured sets for assessment groupings
Alternative: Markers, spots, bean bags
Clear sound across activity area
Alternative: Whistle with verbal commands
Key Vocabulary
A kick where the ball is dropped from the hands and struck before it hits the ground
The top part of the foot where the shoelaces are, used for powerful kicks
To hit the ball cleanly with a body part
Balanced stance with knees bent, ready to move or catch
Following the ball with your eyes to predict where it will go
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with hands
- Simple kicking motions
- Following movement instructions
Current Skills
- Punting from hands using laces
- Striking with different body parts
- Coordinated movement and ball tracking
Next Steps
- Advanced striking techniques
- Game application of kicking skills
- Tactical understanding in ball games
Milestone Indicators
Key Teaching Points
- Punting requires laces contact with ball dropped from waist height
- Standing foot placement beside ball is crucial for accurate ground kicking
- Eyes must track the ball throughout its flight for successful striking
- Balanced ready position before striking improves accuracy and control
- Teamwork involves helping partners succeed, not just personal achievement
- Different body parts offer different levels of control when striking
- Safety comes first - controlled technique before power development
Common Misconceptions
- Using toe instead of laces for punting - correct by showing power spot on shoe
- Holding ball too high or low for punting - demonstrate waist height drop
- Not moving feet to get into position - emphasise body movement not just arms
- Focusing on power instead of accuracy - stress control first, power later
- Poor teamwork due to competitive focus - redirect to helping others succeed
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks, positive reinforcement system
dyspraxia
- Larger balloon balls for easier tracking, simplified movement patterns, extra practice time, step-by-step breakdowns
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zones available, consistent partner pairings
visual impairment
- Use brightly coloured balloon balls, verbal descriptions of movements, partner guidance system
hearing impairment
- Visual demonstrations of all techniques, hand signals for instructions, written key words displayed
physical disability
- Seated striking variations, modified distances, lighter equipment, adapted punting from wheelchair
Cross-Curricular Links
English
Following verbal instructions, describing techniques using appropriate vocabulary, giving clear commands to partners
Science
Forces in kicking - push and pull, gravity affecting ball drop in punting, friction between foot and ball
Mathematics
Counting touches in team challenges, measuring distances for kicking accuracy, angles and direction of ball travel
PSHE
Teamwork and cooperation, encouraging others, dealing with success and disappointment in competition
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, central position for demonstrations
Observation Focus
Watch for correct laces contact in punting, partner cooperation, safety awareness
Intervention Points
Step in if unsafe kicking technique, poor partner dynamics, or equipment issues
Demonstration Notes
Always demonstrate slowly first, then at full speed. Use children as examples when they show good technique
Verbal Cues
- •'Laces through the ball!'
- •'Eyes on the ball!'
- •'Help your partner succeed!'
- •'Standing foot next to the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m indoor space or equivalent outdoor area
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Balloon balls checked for damage and appropriate inflation
- •Cones stable and visible, no sharp edges
- •Clear boundaries marked and understood
Risk Management
Key Risks
- •Collisions during partner work
- •Slips during direction changes
- •Equipment striking others during kicking practice
Risk Mitigation
- •Adequate spacing maintained between pairs (4-5 metres)
- •Clear flight paths for punting practice
- •Gentle striking emphasis throughout
- •Emergency stop signal established and practised
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all pairs
- •Monitor punting areas for safety
- •Watch for fatigue during intense activities
Emergency Procedures
Stop signal, assess situation, provide appropriate first aid, notify school procedures