Lesson 2 - Receiving and Controlling the Ball
Ball Skills & Team Play
•Year 2
•Invasion Games
•Start Planning Better PE Lessons
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How can we use our feet like cushions to stop and control a moving ball?
Learning Objectives
- To receive and stop the ball with control using the foot
- To pass the ball accurately to another player
- To track and position themselves in line with an approaching ball
Key Outcomes
- Students will demonstrate controlled stopping using the side of the foot
- Students will show improved ball tracking and positioning skills
- Students will pass and receive with increasing accuracy and control
Equipment & Resources Required
Pre-positioned around activity area perimeter
Alternative: Size 3 footballs preferred, tennis balls for indoor practice
Create 2m x 2m squares for control practice
Alternative: Hoops, rope squares, chalk lines
Distinguish bridges from dribblers in warm-up
Alternative: Different coloured t-shirts, armbands
Key Vocabulary
Taking control of a ball that is passed or rolled to you
Stopping and keeping the ball close to your body after receiving it
Watching and following the path of the ball with your eyes
Using your foot like a soft pillow to gently stop the ball
The inside part of your foot used for accurate passing and receiving
A ball that has been stopped completely and is not moving
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball dribbling skills from Lesson 1
- Understanding of inside foot passing
- Awareness of personal space and safety
Current Skills
- Receiving and controlling the ball with feet
- Tracking and positioning for ball reception
- Stopping the ball with cushioned contact
Next Steps
- Receiving balls from different angles and speeds
- First touch control in game situations
- Advanced trapping techniques
Milestone Indicators
Key Teaching Points
- Track the ball with your eyes from the moment it leaves your partner's foot
- Move your body to get in line with the ball's path rather than reaching with your foot
- Use the inside of your foot like a soft cushion to absorb the ball's energy
- Keep your receiving foot slightly behind the ball's line to ensure good contact
- Allow the ball to come to a complete stop before attempting to pass it back
- Gentle, accurate passing helps your partner practise receiving successfully
- Control means keeping the ball close to your body, not just stopping it
Common Misconceptions
- Misconception: 'I should put my foot on top of the ball to stop it' - Correction: 'Use the side of your foot like a cushion to gently stop the ball'
- Misconception: 'I need to kick the ball hard back to my partner' - Correction: 'Gentle passes help your partner practise better receiving'
- Misconception: 'I should stay in one place and reach for the ball' - Correction: 'Move your whole body to get in line with where the ball is going'
- Misconception: 'If the ball bounces off my foot, I'm doing it wrong' - Correction: 'That's normal when learning - keep practising the cushioning action'
- Misconception: 'I need to stop the ball immediately and pass it back quickly' - Correction: 'Take time to control the ball properly before your next action'
SEN Adaptations
ADHD
- Keep activity instructions short and clear Provide frequent movement opportunities and avoid long static periods Use clear boundaries and visual markers for activity areas Offer regular positive reinforcement and immediate feedback
dyspraxia
- Allow extra practice time for motor skill development Break down complex movements into smaller, manageable steps Use larger equipment and reduce speed of activities Provide verbal and visual cues for body positioning
autism spectrum
- Provide clear, predictable routine and structure Use visual schedule showing lesson sequence Allow for sensory breaks if overwhelmed by activity noise Offer alternative quiet role such as equipment monitor
visual impairment
- Use brightly coloured balls for better visibility Provide verbal descriptions of all demonstrations Use audio cues like bell or whistle to indicate ball movement Arrange buddy system with sighted partner for guidance
hearing impairment
- Use clear visual demonstrations and hand signals Provide written instruction cards with key points Use gestures and visual cues for stop/start signals Position student where they can see teacher's face and lips clearly
physical disability
- Adapt activities for seated participation where appropriate Use larger, softer balls that are easier to control Reduce distances for passing and receiving practice Allow use of hands for stopping if feet are not functional
Cross-Curricular Links
Teacher Guidance
Positioning
Circulate around the outside of the activity area to maintain visibility of all students and provide individual feedback
Observation Focus
Watch for correct foot positioning, ball tracking with eyes, and gentle cushioning action rather than hard stops
Intervention Points
["Step in when passes become too forceful", "Provide individual support for students struggling with basic technique", "Adjust activity difficulty if students becoming frustrated or losing engagement"]
Demonstration Notes
Always demonstrate at normal speed first, then slow motion highlighting key points. Use exaggerated movements to ensure visibility from distance. Include both successful technique and common mistakes to aid understanding.
Verbal Cues
- •'Soft touches like stroking a cat'
- •'Eyes on the ball like a detective following clues'
- •'Foot like a cushion, not like a brick wall'
- •'Get your body behind the ball's path'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m space, preferably outdoor playground or sports hall
Surface Check
Even, dry surface free from debris, holes, or slippery patches
Equipment Safety
Safety Checks
- •Check all footballs are properly inflated but not over-inflated
- •Ensure cones have no sharp edges or cracks
- •Verify adequate number of balls to avoid sharing conflicts
Risk Management
Key Risks
- •Ball strikes to head or body from inaccurate passes
- •Collisions between students moving in same space
- •Slips and falls on wet or uneven surfaces
- •Overexertion in enthusiastic students
Risk Mitigation
- •Establish clear boundaries and spacing between pairs/groups
- •Emphasise gentle passing throughout the lesson
- •Regular reminders about controlled movement rather than running
- •Progressive skill building from static to dynamic activities
- •Clear stop signals and response procedures
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students simultaneously
- •Circulate between groups during practice activities
- •Monitor energy levels and provide rest breaks as needed
- •Watch for signs of frustration or unsafe behaviour
Emergency Procedures
Immediate stop signal (whistle/voice), assess situation, provide appropriate first aid, contact office if medical attention needed