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Lesson 3 - Foot Skills: Stop & Send

Body Parts & Equipment Skills

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Year 1

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Sending and Receiving

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Big Question

How can we use our feet like gentle hands to control and send a ball to friends?

Learning Objectives

To be able to stop a rolling ball using different parts of the foot
To be able to send a ball accurately to a partner using the inside of the foot
To be able to receive and control a ball before sending it back

Key Outcomes

Students will demonstrate controlled stopping of a rolling ball with their feet
Students will send balls to partners with improved accuracy using the inside of the foot
Students will show improved coordination between receiving and sending skills

Equipment & Resources Required

Balls

1 per student (30)

Distributed around area perimeter for easy collection

Alternative: Size 3 footballs, bean bags for initial practice

Cones

Used as obstacles and boundary markers

Alternative: Bean bags, markers, chalk lines

Bibs

8 (different colours)

For identifying teams in group activities

Alternative: Coloured bands, team markers

Key Vocabulary

Dribbling

Moving the ball with your feet while keeping it close

Cushioning

Using your foot to gently stop the ball like a soft pillow

Inside of foot

The flat part of your foot near the big toe, best for accurate passing

Tracking

Watching the ball and moving your body to get in its path

Non-kicking foot

The foot that stays on the ground next to the ball when you kick

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of personal space
Ability to walk and run with control
Experience handling balls with hands

Current Skills

Dribbling with feet using different surfaces
Stopping rolling balls with foot control
Basic passing and receiving with feet

Next Steps

Passing with accuracy over greater distances
Moving to receive passes in small-sided games
Introducing simple attacking and defending concepts

Milestone Indicators

Students can control ball without it rolling away

Students automatically use inside of foot for passing

Students look up to find partner before passing

Key Teaching Points

Inside of foot provides most accurate passing and best ball control for receiving
Always stop and control the ball before attempting to pass to maintain accuracy
Gentle touches keep the ball close during dribbling - avoid hard kicks
Non-kicking foot should be placed beside ball for stability and accuracy when passing
Track the ball with eyes and move body to get in line for effective receiving
Communication with partners improves success in passing and receiving activities
Create space by moving after passing to give partner good target for return pass

Common Misconceptions

Using toe for passing instead of inside of foot - toe gives less accuracy and control
Trying to pass while ball is still moving - this reduces accuracy significantly
Standing still when receiving - students must move to get behind the ball's path
Kicking harder equals better passing - soft, controlled passes are more accurate
Rushing through activities - taking time to control leads to better overall performance

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement positively, offer frequent feedback

dyspraxia

Use larger equipment initially, break skills into smaller steps, provide extra practice time, celebrate small improvements

autism spectrum

Provide clear structure and routine, use visual schedules for lesson sections, offer quiet space if overwhelmed, maintain consistent rules

visual impairment

Use bright coloured balls and high-contrast cones, provide verbal descriptions of demonstrations, use buddy system for spatial guidance

hearing impairment

Use visual demonstrations extensively, establish clear hand signals for stop/start/change, provide written instruction cards

physical disability

Adapt for seated play where possible, use larger/softer balls for easier control, modify distances and rules as needed

Cross-Curricular Links

English

Following instructions, using descriptive vocabulary for movements, explaining techniques to others

Maths

Counting successful passes, measuring distances between partners, understanding angles for ball direction, timing challenges

Science

Forces and motion when kicking balls, friction between ball and different surfaces, balance and coordination

PSHE

Cooperation and teamwork, taking turns fairly, encouraging others, dealing with challenges positively, communication skills

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally during demonstrations and instructions

Observation Focus

Watch for technique development, spatial awareness, cooperation between partners, and engagement levels

Intervention Points

Step in if students struggling with basic ball control, if safety rules being ignored, or if cooperation breaking down

Demonstration Notes

Always demonstrate skills slowly first, then at game speed. Use students as demonstrators when they show good technique. Exaggerate key technique points for clarity.

Verbal Cues

•'Soft touches, keep it close!'
•'Inside of foot for accuracy!'
•'Stop first, then pass!'
•'Head up, find your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m hard court or playground area, clear of obstacles

Surface Check

Dry, even surface free from hazards, suitable for controlled running with balls

Equipment Safety

Safety Checks

•Playground balls properly inflated but not over-firm for young feet
•Cones checked for cracks or sharp edges
•Balls appropriate size for age group handling

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls when changing direction quickly
•Ball strikes to head or body from over-enthusiastic passing
•Students running into cones or boundaries

Risk Mitigation

•Clear boundaries and space management established before activities
•Emphasis on controlled movements rather than speed
•No tackling rule enforced strictly in game situations
•Progressive skill building from static to dynamic activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Monitor physical contact levels especially during 3v1 and 2v2 games
•Watch for frustration levels and emotional responses to challenges

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear area if needed