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Lesson 5 - Body Part Ball Control

Foundational Skills & Challenges

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Year 3

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Football

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45 min

Big Question

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

Softballs

1 per student (30)

Distributed around area perimeter for easy collection

Alternative: Size 3 footballs ideal, tennis balls for indoor practice

Cones

60 cones

Used for boundaries, goals, and control boxes throughout lesson

Alternative: Markers, chalk lines, or natural boundaries

Team bibs

15 bands

For distinguishing teams in small-sided games

Alternative: Different coloured shirts or bibs

Key Vocabulary

First touch

The first contact you make with the ball when it comes to you

Cushioning

Making your body part soft to absorb the power from the ball

Control

Having the ball exactly where you want it after your first touch

Body positioning

Getting your body in the right place behind the ball

Ready position

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

Student can control 7/10 balls thrown to them

Shows improvement in control accuracy throughout lesson

Demonstrates perseverance when attempts are unsuccessful

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