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Lesson 3 - Ball Reception and Trapping Mastery

Essential Skill Foundations

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Year 2

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Fundamental Movement Skills

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45 min

Big Question

How can we become expert ball catchers who never let the ball escape?

Learning Objectives

Develop accurate ball reception and trapping techniques using different body parts
Improve spatial awareness and positioning for effective ball control
Apply passing and receiving skills in game-like situations with sporting values

Key Outcomes

Students will successfully trap a ball using their foot with improved control
Students will demonstrate correct body positioning when receiving passes
Students will show sporting values through encouragement and fair play

Equipment & Resources Required

Medium-Sized Balls

1 per pair (15 balls)

Pre-distribute around activity area perimeter

Alternative: Size 3 footballs, playground balls, or tennis balls for easier control

Cones

3 per pair (45 cones total)

Different colours if possible for warm-up triangle game

Alternative: Bean bags, markers, or chalk marks on ground

Mats

1 per group of 4 (8 spots)

Mark target areas 3 metres from starting lines

Alternative: Hoops, chalk circles, or cone squares

Wall Space

Sufficient for half the class

Ensure adequate spacing between pairs at wall

Alternative: Use partner passing if limited wall space available

Key Vocabulary

Trapping

Stopping a moving ball by placing your foot firmly on top of it

Cushioning

Softly receiving a ball by relaxing the receiving body part on contact

Anticipation

Reading where the ball will go and moving early to get into position

First Touch

The very first contact you make with the ball when receiving it

Instep

The inside part of your foot used for accurate passing and control

Body Position

How you stand and move to be ready to receive the ball effectively

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching skills
Understanding of personal space and boundaries
Simple kicking with either foot

Current Skills

Ball trapping with foot control
Cushioning passes with soft touches
Moving into position to receive passes

Next Steps

First touch control in game situations
Passing and receiving under pressure
Advanced ball control techniques

Milestone Indicators

Consistently stops moving balls with foot control

Shows anticipation and movement before ball arrives

Maintains possession after receiving passes

Key Teaching Points

Emphasise soft, controlled touches over power in all ball contact
Maintain athletic ready position with weight on balls of feet for quick movement
Use visual cues like 'squash the bug' and 'soft pillow' to aid technique understanding
Progress from stationary practice to movement before applying game pressure
Celebrate effort and improvement as much as achievement to build confidence
Connect all activities to sporting values of encouragement and fair play
Ensure adequate spacing and safety awareness throughout all activities

Common Misconceptions

Believing harder kicks are always better - emphasise control and accuracy over power
Thinking trapping and cushioning are the same skill - clearly distinguish between stopping vs controlling
Assuming you must stay in one place to receive - teach movement and anticipation
Focusing only on success - celebrate good attempts and learning from mistakes
Missing the connection between foot positioning and ball control direction
Underestimating the importance of watching the ball throughout its flight

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, clear boundaries and expectations, immediate positive feedback

dyspraxia

Use larger balls for easier control, reduce complexity of movement combinations, extra practice time, step-by-step skill breakdown

autism spectrum

Provide clear routine structure, visual schedule of activities, quiet space available if overwhelmed, consistent partner arrangements

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, pair with sighted buddy for guidance

hearing impairment

Use clear visual demonstrations, hand signals for commands, ensure face-to-face communication for instructions

physical disability

Adapt to seated ball control where appropriate, modify distances and equipment size, focus on achievable skill progressions

Cross-Curricular Links

Maths

Counting successful passes in progression activities, measuring distances for target challenges, angles of ball movement and rebounds

Science

Forces and motion in ball rebounds, friction between foot and ball, balance and stability during movement

Geography

Spatial awareness and positioning, direction and movement patterns, creating and reading simple maps of activity areas

PSHE

Teamwork and cooperation, resilience when learning new skills, celebrating others' achievements and showing encouragement

Teacher Guidance

Positioning

Central position during demonstrations, circulate between pairs during practice, wall-side position during wall activities for safety monitoring

Observation Focus

Technical progression from trapping to cushioning, partnership cooperation and communication, spatial awareness and safety

Intervention Points

Step in when safety spacing compromised, support pairs struggling with technique, manage competitive intensity appropriately

Demonstration Notes

Use exaggerated movements for clarity, show common mistakes alongside correct technique, involve confident students in demonstrations

Verbal Cues

•'Soft foot like a cushion!'
•'Squash the bug gently!'
•'Watch the ball like your favourite TV show!'
•'Ready position - bouncing on your toes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m hall or playground area, wall space desirable but not essential

Surface Check

Level, dry surface free from debris, adequate grip for safe movement and direction changes

Equipment Safety

Safety Checks

•Check balls are properly inflated and free from damage
•Ensure cones have no sharp edges or cracks
•Verify spots/markers are secure and visible

Risk Management

Key Risks

•Ball collisions between pairs during practice
•Slips and falls during dynamic movement activities
•Overexertion during competitive elements

Risk Mitigation

•Establish clear boundaries and spacing between working pairs
•Emphasise controlled passing rather than power in all activities
•Regular reminders about spatial awareness and watching for others
•Progressive activity structure to build skills before applying pressure

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple pairs during wall/partner work
•Monitor spacing and ball control during movement activities
•Watch for signs of fatigue during extended practice sessions

Emergency Procedures

Standard school procedures, immediate stop signal established, first aid contact available