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Lesson 2 - Receiving and Controlling the Ball

Ball Skills & Team Play

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Year 2

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Invasion Games

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45 min

Big Question

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

Softballs

1 per student (30)

Pre-positioned around activity area perimeter

Alternative: Size 3 footballs preferred, tennis balls for indoor practice

Cones

30 (for marking boxes/areas)

Create 2m x 2m squares for control practice

Alternative: Hoops, rope squares, chalk lines

Bibs

15 (for identifying bridges)

Distinguish bridges from dribblers in warm-up

Alternative: Different coloured t-shirts, armbands

Key Vocabulary

Receiving

Taking control of a ball that is passed or rolled to you

Controlling

Stopping and keeping the ball close to your body after receiving it

Tracking

Watching and following the path of the ball with your eyes

Cushioning

Using your foot like a soft pillow to gently stop the ball

Inside foot

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

Dead ball

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

Student can stop 7 out of 10 gentle passes using the side of foot

Student moves feet to get in line with approaching ball

Student controls the ball within a 2-metre area consistently

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