Lesson 4 - Sending and Receiving with Feet
Ball Mastery Techniques
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
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How can we use our feet to accurately send and receive a ball with control?
Learning Objectives
- To develop sending and receiving a ball with your feet
- To demonstrate tracking and stopping skills using inside of foot
- To apply sending and receiving skills in game situations
Key Outcomes
- Students will be able to track and stop a rolling ball with their feet
- Students will be able to send a ball accurately using kicking skills
- Students will demonstrate awareness of receiver readiness before passing
Equipment & Resources Required
Use for area boundaries and queue markers
Alternative: Markers, spots, or chalk lines
One ball per group of 4 students
Alternative: Footballs, soft balls, or foam balls
Key Vocabulary
Using the inside surface of your foot to push the ball to a teammate
Watching the ball carefully as it moves towards you
Stopping and steadying the ball so you can pass it accurately
The person who is going to catch or receive the ball
An empty area where you can move or send the ball safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of ball and space
- Simple rolling and stopping movements
- Understanding of taking turns
Current Skills
- Inside foot passing technique
- Ball tracking and stopping skills
- Awareness of receiver readiness
- Movement after passing
Next Steps
- Passing with different parts of foot
- Receiving while moving
- More complex game situations
Milestone Indicators
Key Teaching Points
- Always use inside of foot for passing accuracy and control
- Stop and control the ball before attempting to pass
- Check receiver is ready and looking before passing
- Move to new space after passing the ball
- Keep head up to see passing opportunities
- Practice makes perfect - technique before speed
- Encourage and support teammates throughout activities
Common Misconceptions
- Using toe instead of inside foot reduces accuracy and control
- Passing immediately without controlling leads to poor accuracy
- Not checking receiver readiness causes unsuccessful passes
- Standing still after passing reduces game effectiveness
- Rushing technique for speed reduces overall success
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries marked, regular positive feedback, movement breaks as needed
dyspraxia
- Larger balls for easier control, reduced complexity in activities, extra practice time, step-by-step instruction breakdown
autism spectrum
- Clear activity structure with visual schedules, quiet rest areas available, consistent routines and expectations
visual impairment
- Use bright coloured balls, verbal descriptions of demonstrations, buddy system for guidance, audio cues for direction
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written activity cards, visual start/stop signals
physical disability
- Seated passing versions, modified distances, larger/softer balls, wheelchair-accessible activity areas
Cross-Curricular Links
Maths
Counting passes accurately, estimating distances for passing, understanding angles and directions
Science
Forces and motion - how hard to kick for different distances, friction between ball and surface
Geography
Directional awareness, understanding of space and positioning, mapping movement patterns
PSHE
Cooperation and teamwork, communication skills, resilience when facing challenges
Teacher Guidance
Positioning
Move around area perimeter for clear view of all groups, position near groups needing most support
Observation Focus
Watch for correct inside foot technique, ball control, and awareness of others
Intervention Points
Step in when students struggle with technique, unsafe play occurs, or groups need activity clarification
Demonstration Notes
Use slow-motion demonstrations for technique, exaggerate key points, involve students in demonstrations when appropriate
Verbal Cues
- •'Inside foot only!'
- •'Control first, then pass!'
- •'Check your partner is ready!'
- •'Find space after passing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area suitable for running and ball work
Surface Check
Dry, even surface free from hazards, adequate grip for movement
Equipment Safety
Safety Checks
- •Check balls are properly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify adequate ball-to-student ratio for activities
Risk Management
Key Risks
- •Collisions during running activities
- •Ball strikes to face or body
- •Slips and falls on playing surface
Risk Mitigation
- •Clear boundaries and spacing guidelines established
- •Controlled ball contact techniques taught
- •Progressive skill building from individual to group work
- •Constant supervision and positioning for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during activities
- •Monitor ball control and safe passing technique
- •Watch for appropriate competitive behaviour
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, restart when safe