Lesson 3 - Ball Control and Passing with Feet
Ball Mastery Techniques
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
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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
Distributed around teaching area perimeter for easy collection
Alternative: Footballs, tennis balls for beginners
Various colours for different activities and boundaries
Alternative: Spots, markers, bibs
Key Vocabulary
Moving the ball along the ground using small touches with your feet
Softly stopping the ball by placing your foot behind it to absorb the impact
The flat part of your foot on the big toe side, used for accurate passing
Watching the ball carefully and moving your body to get in line with it
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
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