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Lesson 4 - Sending and Receiving with Feet

Ball Mastery Techniques

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Year 2

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Sending and Receiving

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Big Question

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

Cones

Use for area boundaries and queue markers

Alternative: Markers, spots, or chalk lines

Balls

One ball per group of 4 students

Alternative: Footballs, soft balls, or foam balls

Key Vocabulary

Inside foot pass

Using the inside surface of your foot to push the ball to a teammate

Tracking

Watching the ball carefully as it moves towards you

Control

Stopping and steadying the ball so you can pass it accurately

Receiver

The person who is going to catch or receive the ball

Space

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

Consistent use of inside foot for passing

Stops ball before attempting to pass

Looks up to check receiver before passing

Moves to new space after passing

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