Lesson 5 - Body Part Ball Control
Foundational Skills & Challenges
•Year 3
•Football
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How can we use different parts of our body to gain perfect control of a football?
Learning Objectives
- To control the ball using different body parts with increasing accuracy
- To understand how first touch affects ball control and possession
- To demonstrate good sportsmanship and perseverance when learning new skills
Key Outcomes
- Students will successfully control the ball using chest, thigh, and foot
- Students will show improved first touch technique to cushion the ball
- Students will move effectively to maintain possession in game situations
Equipment & Resources Required
Distributed around area perimeter for easy collection
Alternative: Size 3 footballs ideal, tennis balls for indoor practice
Used for boundaries, goals, and control boxes throughout lesson
Alternative: Markers, chalk lines, or natural boundaries
For distinguishing teams in small-sided games
Alternative: Different coloured shirts or bibs
Key Vocabulary
The first contact you make with the ball when it comes to you
Making your body part soft to absorb the power from the ball
Having the ball exactly where you want it after your first touch
Getting your body in the right place behind the ball
Feet shoulder-width apart, knees bent, balanced and alert
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball familiarisation from previous lessons
- Understanding of personal space and movement
- Simple passing and receiving skills
Current Skills
- First touch control with chest, thigh, and foot
- Cushioning technique to reduce ball power
- Body positioning for effective control
Next Steps
- Controlling balls coming from different directions
- First touch control under pressure from defenders
- Advanced control techniques like trapping and volleying
Milestone Indicators
Key Teaching Points
- First touch is crucial - it determines your next action
- Cushioning means moving body part backward as ball arrives
- Use inside of foot for control - larger surface area than toe
- Chest should move backward like a pillow absorbing the ball
- Thigh lifts to meet ball then moves downward on contact
- Good control keeps the ball within 1-2 metres of your body
- Practice makes progress - expect mistakes while learning
Common Misconceptions
- That any touch of the ball counts as control (correction: control means ball stays close and manageable)
- That harder first touch is better (correction: soft cushioning touch is more effective)
- That using toe is best for foot control (correction: inside of foot provides more surface area)
- That you should push toward the ball (correction: move backward to cushion and absorb)
- That success should be immediate (correction: new skills take time and practice to develop)
SEN Adaptations
ADHD
- Shorter practice periods with frequent changes, clear boundaries and goals, regular positive feedback, movement breaks between discussions
dyspraxia
- Slower progression through skills, larger equipment for easier success, extra practice time, break skills into smaller steps
autism spectrum
- Provide clear structure and routine, use visual schedule showing lesson progression, offer quiet space if overwhelmed, maintain consistent expectations
visual impairment
- Use brightly coloured balls, provide verbal descriptions of demonstrations, use sound cues for timing, pair with sighted buddy for guidance
hearing impairment
- Use visual demonstrations, hand signals for body parts, written instruction cards, ensure student can see teacher clearly
physical disability
- Adapt throwing heights, allow seated control practice, modify control areas for wheelchair access, use larger/softer balls
Cross-Curricular Links
Maths
Counting successful attempts in box activity, measuring distances for control areas, understanding 3D shapes when creating square boxes
Science
Forces and motion - understanding how cushioning reduces ball's speed and energy, exploring impact and absorption
Geography
Spatial awareness when creating control boxes, understanding directions and positioning relative to goals and boundaries
PSHE
Perseverance when learning challenging skills, teamwork and cooperation in partner activities, resilience when facing difficulty
Teacher Guidance
Positioning
Position yourself where you can see all students, moving between groups during partner/game activities to provide feedback and ensure safety
Observation Focus
Watch for cushioning technique (body parts moving backward on contact), ball staying close to students after first touch, and positive sporting behaviour
Intervention Points
Step in if students struggling with cushioning concept, if throwing too hard in partner work, or if game rules being forgotten
Demonstration Notes
Demonstrate: Always show cushioning by moving body part backward as ball arrives - exaggerate the movement so students can clearly see the technique
Verbal Cues
- •'Soft first touch!'
- •'Cushion the ball!'
- •'Move your thigh down!'
- •'Keep it close!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m for whole class activities, plus additional space for multiple 10m x 8m game areas
Surface Check
Dry, even grass or sports hall surface free from debris, holes, or slippery areas
Equipment Safety
Safety Checks
- •Check footballs are properly inflated but not over-inflated
- •Ensure cones have no sharp edges or cracks
- •Team bands should be appropriate size with no broken parts
Risk Management
Key Risks
- •Collisions during movement phases
- •Ball strikes to face or body during throwing practice
- •Slips and falls during direction changes
- •Frustration leading to inappropriate behaviour
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between students/groups
- •Gentle throwing only - underarm technique enforced
- •No tackling rule in games reduces collision risk
- •Progressive skill building from individual to partner to group work
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during partner and small-sided games
- •Move between groups to monitor safety and technique
- •Watch for frustration signs and intervene early
- •Ensure throwing practice follows safe techniques
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, clear space around injured student, follow school emergency procedures