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Lesson 3 - Ball Control and Passing with Feet

Ball Mastery Techniques

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Year 2

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Sending and Receiving

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1h 2min

Big Question

How can we use different parts of our feet to control and send a ball accurately to our teammates?

Learning Objectives

To develop the ability to stop, send and receive a ball using feet
To improve ball control and tracking skills
To understand the importance of positioning when passing and receiving

Key Outcomes

Students will confidently track and stop a moving ball with their feet
Students will send accurate passes using the inside of their foot
Students will demonstrate effective communication and teamwork during partner and group activities

Equipment & Resources Required

Balls

1 per student (30)

Distributed around teaching area perimeter for easy collection

Alternative: Footballs, tennis balls for beginners

Cones

Various colours for different activities and boundaries

Alternative: Spots, markers, bibs

Key Vocabulary

Dribbling

Moving the ball along the ground using small touches with your feet

Cushioning

Softly stopping the ball by placing your foot behind it to absorb the impact

Inside of foot

The flat part of your foot on the big toe side, used for accurate passing

Tracking

Watching the ball carefully and moving your body to get in line with it

First touch

The first time you touch the ball when receiving a pass

Skill Progression Pathway

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

Prior Learning

Basic running and movement skills
Awareness of personal space
Experience handling balls with hands

Current Skills

Ball control with feet using different surfaces
Accurate passing using inside of foot
Tracking and receiving moving balls

Next Steps

Passing with both feet
Passing while moving at speed
Small-sided games with multiple players

Milestone Indicators

Consistent first touch control

Accurate passes over 5-metre distance

Quick decision-making in 3v1 situations

Key Teaching Points

Use inside of foot for accurate passing - it's the largest, flatest surface
Always control the ball first before attempting to pass - 'stop then send'
Keep ball close to feet when dribbling - imagine it's attached by string
Move to space after passing to help your teammate - don't just stand still
Place non-kicking foot beside ball for balance and accuracy when passing
Cushion the ball gently when receiving - place foot behind ball to absorb impact
Communication is key in team activities - talk to your teammates

Common Misconceptions

Using toe for passing instead of inside foot - demonstrate larger surface area of inside foot
Thinking harder kicks are always better - emphasise control and accuracy over power
Believing you must stay in one position - show importance of movement and creating space
Assuming defending means tackling - explain interception and positioning in 3v1 games
Thinking speed is more important than control - demonstrate how control leads to better outcomes

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries marked, regular positive feedback and movement breaks

dyspraxia

Larger equipment for easier control, reduced complexity in multi-step tasks, extra practice time

autism spectrum

Clear structured routines, visual schedule of activities, quiet zones available for breaks

visual impairment

Use brightly coloured balls, provide verbal cues for ball location, implement buddy system for guidance

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written instruction cards

physical disability

Seated variations for passing, larger lighter balls, modified distances and reduced movement requirements

Cross-Curricular Links

Maths

Counting passes and interceptions, measuring distances for partner work, timing activities and calculating scores

Science

Understanding forces in kicking, friction between ball and surface, body mechanics in movement

Geography

Spatial awareness and positioning, directions and movement patterns, creating mental maps of play areas

PSHE

Teamwork and cooperation, managing emotions in competitive situations, communication and encouragement

Teacher Guidance

Positioning

Stand at corner of teaching area for maximum visibility, move between groups during activities

Observation Focus

Watch for technique development, safety awareness, and positive teamwork interactions

Intervention Points

Step in if students struggling with ball control, not following safety guidelines, or showing negative behaviours

Demonstration Notes

Use clear, exaggerated movements for visibility, involve students in demonstrations where appropriate, emphasise key technique points through repetition

Verbal Cues

•'Soft touches!'
•'Control first!'
•'Find space!'
•'Use inside of foot!'
•'Great teamwork!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m area, clear of obstacles with defined boundaries

Surface Check

Dry, even surface free from holes, debris, or hazardous materials

Equipment Safety

Safety Checks

•Check balls are correctly inflated and in good condition
•Ensure cones have no sharp edges or damage
•Verify adequate balls for student numbers

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls on wet or uneven surfaces
•Ball strikes to head or body during passing
•Overexertion in competitive activities

Risk Mitigation

•Clear boundaries established with cone markers
•Adequate spacing maintained between pairs and groups
•Progressive skill building from static to dynamic
•Emphasis on controlled movements and ball contact
•Regular safety reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor spacing during partner activities
•Watch for appropriate pace in competitive games
•Ensure fair play and rotation in group activities

Emergency Procedures

Stop all activity immediately on whistle signal, assess any incidents, provide appropriate first aid or support, contact school office if required