Lesson 4 - Sending and Receiving with Feet
Body Parts & Equipment Skills
•Year 1
•Sending and Receiving
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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
Distributed around area for boundaries and targets
Alternative: Bean bags, markers, or chalk lines
One ball per group of 4-5 students
Alternative: Soft play balls, foam balls for less confident students
Key Vocabulary
Using your foot to kick or pass the ball to another person
Stopping and controlling a ball that comes to you
Keeping the ball close to you and stopping it properly
The flat part of your foot next to your big toe
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
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