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Lesson 2 - Ball Control and Trapping Skills

Foundations of Ball Mastery and Team Play

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Year 3

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Football

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45 min

Big Question

How can we control and trap a moving ball to maintain possession and create scoring opportunities?

Learning Objectives

Control and trap a ball moving along the ground with increasing accuracy
Move into space to receive the ball and maintain possession
Apply trapping and passing skills in game situations to score points

Key Outcomes

Students will demonstrate improved ball control when trapping moving balls
Students will show better spatial awareness when moving to receive passes
Students will work effectively as a team using trapping and passing skills in game situations

Equipment & Resources Required

Softballs

1 per 2 students (15 balls for class of 30)

Distributed around activity areas, spare balls available at field edge

Alternative: Size 3 footballs preferred, tennis balls for students needing easier control

Coloured Bibs

32 total bibs (4 different colours, 8 bibs per colour)

Sorted by colour before lesson, distributed to team captains

Alternative: Coloured bands or sashes if bibs unavailable

Cones

8 small goals or cone goals

Mark activity boxes 10m x 10m and game areas 20m x 15m

Alternative: Natural boundaries, coloured markers, or bean bags

Key Vocabulary

Trapping

Stopping and controlling a moving ball using your foot positioned at an angle behind the ball

Drag

Using the top half of your foot to pull the ball sideways after trapping for better control

First Touch

The first contact you make with the ball when receiving it

Space

Areas on the pitch where there are no opponents and you can receive the ball safely

Intercept

Reading the game to step in and take possession when opponents make a poor pass

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball control using inside of foot from previous lessons
Understanding of passing techniques with inside of foot
Basic spatial awareness and movement

Current Skills

Trapping moving balls with correct foot positioning
Moving to receive balls from different directions
Combining trapping with drag technique for ball control

Next Steps

Trapping balls at different heights (bouncing balls)
Advanced first touch control in pressured situations
Tactical understanding of when to trap versus first-time passing

Milestone Indicators

Successful trapping in 7 out of 10 attempts

Smooth transition from trap to next action

Effective use of trapping in game situations

Key Teaching Points

Foot positioned at angle behind ball, not on top - creates 'ramp' effect
Body alignment in line with ball's approach for optimal control
Soft, cushioned contact rather than hard stopping action
Immediate drag with inside of foot after successful trap
Eyes remain on ball throughout entire trapping sequence
Move body to ball rather than reaching with foot
Apply trapping skills in game situations to maintain possession

Common Misconceptions

Placing foot directly on ball's path instead of angled behind it
Thinking harder contact means better control - opposite is true
Believing trapping is just stopping - missing the control element
Assuming trapping works without proper body positioning
Expecting immediate success without gradual skill building

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, regular movement breaks, immediate positive feedback

dyspraxia

Larger equipment for easier success, extended practice time, simplified movement patterns, adult guidance

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet zones available for overwhelm

visual impairment

Use brightly coloured balls, verbal descriptions of demonstrations, buddy system for spatial guidance

hearing impairment

Visual demonstrations emphasised, hand signals for key coaching points, written instruction cards available

physical disability

Seated trapping variations, use of ramps or larger balls, adapted distances and modified success criteria

Cross-Curricular Links

Maths

Angles and geometry in foot positioning, counting successful attempts, measuring distances for optimal spacing

Science

Forces and motion in ball control, friction between foot and ball, momentum transfer during trapping

Geography

Spatial awareness and positioning, understanding of direction and movement patterns

PSHE

Teamwork and cooperation, resilience when learning new skills, communication and encouragement of others

Teacher Guidance

Positioning

Central position during demonstrations, circulate between groups during practice, sideline during games for optimal viewing

Observation Focus

Technical execution of trapping, spatial awareness, application under pressure, positive team interaction

Intervention Points

Step in if technique breakdown occurs, if partnerships become unproductive, if safety concerns arise

Demonstration Notes

Use exaggerated movements for clarity, repeat key teaching points, involve students in demonstrations where appropriate

Verbal Cues

•'Angled foot like a ramp!'
•'Soft trap, gentle drag!'
•'Eyes on the ball all the way!'
•'Move your body, don't reach with your foot!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for warm-up, multiple 10m x 10m boxes for skill work, 20m x 15m for games

Surface Check

Dry, even surface free from stones, holes, or other hazards that could cause trips

Equipment Safety

Safety Checks

•Footballs properly inflated to appropriate pressure
•Cones have no sharp edges or cracks
•Goals securely positioned and stable
•Spare equipment stored safely at area edge

Risk Management

Key Risks

•Collisions during games due to excitement
•Slips and falls on wet surfaces
•Ball strikes to face or body
•Fatigue leading to decreased concentration

Risk Mitigation

•No tackle rule enforced strictly in games
•Clear boundaries and adequate spacing between activities
•Progressive skill building to ensure competence before pressure
•Regular hydration breaks if weather is warm

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during partner work
•Move between activities to provide close supervision
•Monitor high-energy game phases for safe play

Emergency Procedures

Stop signal understood by all students, first aid kit accessible, clear route to assistance if needed