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Lesson 4 - Sending and Receiving with Feet

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 to send and receive a ball safely and accurately?

Learning Objectives

To develop sending and receiving a ball with your feet
To demonstrate control when stopping a rolling ball
To show awareness of others when passing in different activities

Key Outcomes

Students will be able to send a ball using the inside of their foot
Students will demonstrate stopping and controlling a rolling ball with their feet
Students will show understanding of when and where to pass safely

Equipment & Resources Required

Cones

Distributed around area for boundaries and targets

Alternative: Bean bags, markers, or chalk lines

Balls

7 (size 3 or 4)

One ball per group of 4-5 students

Alternative: Soft play balls, foam balls for less confident students

Key Vocabulary

Sending

Using your foot to kick or pass the ball to another person

Receiving

Stopping and controlling a ball that comes to you

Control

Keeping the ball close to you and stopping it properly

Inside of foot

The flat part of your foot next to your big toe

Track

Watching the ball and moving to where it will go

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space
Simple movement patterns like jogging and skipping
Basic ball handling skills

Current Skills

Sending a ball using feet
Stopping and controlling a rolling ball
Awareness of others when passing

Next Steps

Passing over longer distances
Receiving balls from different angles
Simple attacking and defending strategies

Milestone Indicators

Can consistently use inside of foot for passing

Shows control when stopping rolling balls

Demonstrates awareness of space and others

Key Teaching Points

Always use the inside of your foot for accurate passing
Stop and control the ball before sending it to someone else
Check your partner is ready and looking before you pass
Gentle passes help your friends succeed
Move to a new space after you pass the ball
Keep your head up to see what's happening around you
Encourage and help your teammates when they make mistakes

Common Misconceptions

Using toe instead of inside foot - correct by showing flat surface of inside foot
Thinking harder kicks are better - emphasise control and accuracy over power
Believing mistakes are bad - reinforce that mistakes help us learn and improve
Assuming receiving is passive - teach that good receiving requires active effort and positioning

SEN Adaptations

ADHD

Shorter activity bursts, regular movement breaks, clear boundaries, frequent positive reinforcement and redirect attention

dyspraxia

Larger equipment, simplified movement patterns, extra practice time, step-by-step instruction breakdown

autism spectrum

Clear routine structure, visual timetable of activities, quiet space available if needed, consistent language and signals

visual impairment

Use bright coloured balls, provide verbal descriptions of demonstrations, assign buddy for guidance and support

hearing impairment

Use visual hand signals for instructions, ensure student can see demonstrations clearly, tap shoulder for attention

physical disability

Seated ball rolling activities, larger target areas, modified distances, use of ramps or guides if needed

Cross-Curricular Links

English

Following multi-step instructions, using descriptive language for reflection, listening skills development

Maths

Counting successful passes, measuring distances between partners, understanding number sequences in activities

Science

Forces and motion - understanding how hard to kick for different distances, friction when ball rolls on different surfaces

PSHE

Teamwork and cooperation, supporting others when they make mistakes, celebrating success together

Teacher Guidance

Positioning

Move around perimeter for visibility of all students, enter groups to provide specific feedback

Observation Focus

Watch for proper foot technique, ball control, and spatial awareness throughout activities

Intervention Points

Step in if technique deteriorating, safety concerns arising, or students struggling with concepts

Demonstration Notes

Use slow motion demonstrations for technique, exaggerate key points for visibility, involve students in demonstrations where appropriate

Verbal Cues

•'Inside of foot - flat surface!'
•'Stop first, then pass!'
•'Check your partner is ready!'
•'Gentle passes - help your friends succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m area, clear of obstacles and hazards

Surface Check

Dry, even surface free from holes, debris or slippery areas

Equipment Safety

Safety Checks

•Balls properly inflated but not over-inflated
•Cones checked for cracks or sharp edges
•Equipment stored safely when not in use

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls on wet or uneven surfaces
•Ball strikes to head or body from inappropriate passes

Risk Mitigation

•Clear boundaries and spacing rules established at start
•Emphasis on controlled passing rather than powerful kicks
•Progressive skill building from simple to complex
•Regular reminders about awareness of others

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Move around area to monitor different activities
•Pay special attention during transition periods
•Monitor energy levels and intervene if students becoming too excited

Emergency Procedures

Stop signal established, first aid procedures known, clear access routes maintained