Lesson 2 - Ball Control and Trapping Skills
Foundations of Ball Mastery and Team Play
•Year 3
•Football
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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
Distributed around activity areas, spare balls available at field edge
Alternative: Size 3 footballs preferred, tennis balls for students needing easier control
Sorted by colour before lesson, distributed to team captains
Alternative: Coloured bands or sashes if bibs unavailable
Mark activity boxes 10m x 10m and game areas 20m x 15m
Alternative: Natural boundaries, coloured markers, or bean bags
Key Vocabulary
Stopping and controlling a moving ball using your foot positioned at an angle behind the ball
Using the top half of your foot to pull the ball sideways after trapping for better control
The first contact you make with the ball when receiving it
Areas on the pitch where there are no opponents and you can receive the ball safely
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
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