Lesson 3 - Foot Skills: Stop & Send
Body Parts & Equipment Skills
•Year 1
•Sending and Receiving
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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
Distributed around area perimeter for easy collection
Alternative: Size 3 footballs, bean bags for initial practice
Used as obstacles and boundary markers
Alternative: Bean bags, markers, chalk lines
For identifying teams in group activities
Alternative: Coloured bands, team markers
Key Vocabulary
Moving the ball with your feet while keeping it close
Using your foot to gently stop the ball like a soft pillow
The flat part of your foot near the big toe, best for accurate passing
Watching the ball and moving your body to get in its path
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
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