Lesson 5 - Kicking Control and Technique
Ball Control Basics
•Year 2
•Ball Skills
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How can I use different parts of my foot to control where the ball goes?
Learning Objectives
- To develop control and technique when kicking a ball
- To coordinate body movements when tracking and stopping a ball
- To apply kicking skills in game situations with accuracy
Key Outcomes
- Students will kick a ball using the inside of the foot with control
- Students will demonstrate effective ball stopping techniques
- Students will show improved accuracy when passing to targets
Equipment & Resources Required
Distributed around teaching area for activities and boundaries
Alternative: Bean bags, markers, or chalk lines
Check inflation and place around perimeter initially
Alternative: Size 3 footballs, soft play balls for beginners
Key Vocabulary
The inner side of the foot used for accurate passing and control
The supporting foot placed next to the ball for balance and accuracy
Softly receiving the ball to maintain control
Sending the ball accurately to a teammate or target
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping with control
- Understanding of personal space and spatial awareness
- Simple ball handling skills from previous units
Current Skills
- Inside foot kicking technique
- Ball control and stopping methods
- Passing accuracy and partner work
Next Steps
- Using different parts of the foot for varied passes
- Kicking while moving at speed
- Advanced game applications and tactics
Milestone Indicators
Key Teaching Points
- Use inside of foot for accuracy and control in all kicking
- Place non-kicking foot next to ball for balance and direction
- Always control ball first before attempting to kick or pass
- Communicate with partners and teams for effective cooperation
- Maintain spatial awareness to avoid collisions and find space
- Apply consistent technique even under game pressure
- Strategic ball placement improves game performance more than power
Common Misconceptions
- Using toe instead of inside foot - correct by showing accuracy difference
- Kicking ball before stopping it properly - emphasise control first sequence
- Thinking power is more important than placement - demonstrate through games
- Non-kicking foot placement doesn't matter - show stability difference
- Not communicating in team activities - model effective communication
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked, frequent feedback and praise, movement breaks as needed
dyspraxia
- Larger equipment, simplified movement patterns, extra practice time, step-by-step visual guides
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent partner pairing
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, partner support system
hearing impairment
- Use visual signals and demonstrations, written instruction cards, ensure clear line of sight to teacher
physical disability
- Seated kicking variations, modified distances, larger balls, alternative target activities
Cross-Curricular Links
Maths
Counting passes and points, measuring distances between cones, timing activities
Science
Forces in kicking, friction between ball and surface, body mechanics and balance
Geography
Spatial awareness, direction and positioning, mapping movement around teaching area
PSHE
Teamwork and cooperation, fair play and honesty, supporting others and communication skills
Teacher Guidance
Positioning
Move between pairs/groups to provide individual feedback, position at corners for wide visibility
Observation Focus
Watch for correct foot placement, ball control, and partnership cooperation
Intervention Points
Step in when technique deteriorates, safety concerns arise, or students become frustrated
Demonstration Notes
Use clear, slow demonstrations with emphasis on foot placement and body position
Verbal Cues
- •'Inside foot, next to ball!'
- •'Control first, then kick!'
- •'Find space, communicate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear teaching area for movement and partner work
Surface Check
Dry, even surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and free from damage
- •Ensure cones are stable and not cracked or sharp
- •Verify adequate space between different pair/group activities
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips and falls on unsuitable surfaces
- •Ball strikes to face or body during passing
- •Trips over cones during dynamic activities
Risk Mitigation
- •Clear boundaries and adequate spacing established
- •Progressive skill building from static to dynamic
- •Constant supervision during ball activities
- •Regular reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas like kick cricket closely
- •Watch for signs of fatigue affecting technique and safety
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, ensure other students remain safely positioned