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Lesson 5 - Kicking Control and Technique

Ball Control Basics

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Year 2

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Ball Skills

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45 min

Big Question

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

Cones

Distributed around teaching area for activities and boundaries

Alternative: Bean bags, markers, or chalk lines

Balls

15 (1 per pair)

Check inflation and place around perimeter initially

Alternative: Size 3 footballs, soft play balls for beginners

Key Vocabulary

Inside foot

The inner side of the foot used for accurate passing and control

Non-kicking foot

The supporting foot placed next to the ball for balance and accuracy

Cushioning

Softly receiving the ball to maintain control

Passing

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

Consistent use of inside foot for kicking

Effective ball stopping without using hands

Successful completion of partner passing sequences

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