Lesson 5 - Outside Foot Control and Dribbling
Foundations of Ball Mastery and Team Play
•Year 3
•Football
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How can mastering the outside of the foot help us become more creative and unpredictable players?
Learning Objectives
- Control the ball using the outside of the foot and dribble with confidence
- Receive the ball and dribble effectively into space
- Use ball control to maintain possession in game situations
Key Outcomes
- Students will demonstrate outside foot control whilst maintaining close ball contact
- Students will make tactical decisions about when to dribble versus when to pass
- Students will apply dribbling skills effectively in small-sided games
Equipment & Resources Required
Distributed around area perimeter for easy collection
Alternative: Tennis balls for students who need larger ball control
Used for circle formation and pitch boundaries
Alternative: Spot markers or bean bags
For team identification in final game
Alternative: Different coloured bands or pinnies
Key Vocabulary
The outer edge of the foot used for ball control and dribbling
Moving with the ball under close control using small touches
Altering the path of movement to avoid opponents or find space
Maintaining control of the ball for your team
Choosing the best option between dribbling, passing, or shooting
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control using inside of foot
- Simple passing techniques
- Understanding of personal space and ball handling
Current Skills
- Outside foot ball control
- Directional changes whilst dribbling
- Decision-making between dribbling and passing
Next Steps
- Advanced dribbling techniques and feints
- Combination play with teammates
- Tactical awareness in larger game formats
Milestone Indicators
Key Teaching Points
- Outside foot technique requires inward foot turn with outside edge contact
- Ball must remain close to feet during all dribbling movements
- Decision-making between dribbling and passing is situational and tactical
- Direction changes using outside foot create space and unpredictability
- Game application requires balance between individual skill and team play
- Safety awareness during dynamic activities prevents collisions and injuries
- Progressive skill building from stationary to game application ensures success
Common Misconceptions
- Using inside of foot instead of outside - correct by emphasising foot turn inward
- Ball too far from feet during dribbling - correct with 'arm's length' rule
- Always dribbling regardless of game situation - correct by highlighting space recognition
- Rushing technique to move faster - correct by emphasising control over speed
- Only using dominant foot - encourage bilateral practice and celebrate attempts
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear visual boundaries
dyspraxia
- Use larger equipment, reduce complexity of activities, allow extra practice time, break skills into smaller steps
autism spectrum
- Provide clear visual schedule, offer quiet zones during intense activities, maintain consistent routines
visual impairment
- Use brightly coloured balls, provide clear verbal descriptions of demonstrations, assign sighted peer partners
hearing impairment
- Use visual signals for commands, demonstrate all instructions, position for lip reading
physical disability
- Adapt to seated wheelchair dribbling, use larger balls for easier control, modify distances
Cross-Curricular Links
Science
Forces applied to ball during contact, friction between foot and ball, momentum during direction changes
Geography
Spatial awareness, mapping movement patterns, understanding directional vocabulary
PSHE
Teamwork and cooperation, managing competitive emotions, showing resilience when skills are challenging
Teacher Guidance
Positioning
Move around activity areas maintaining visual contact with all groups, central position for demonstrations
Observation Focus
Watch for correct outside foot technique, spatial awareness, and tactical decision-making
Intervention Points
Step in when technique breaks down, safety concerns arise, or students need tactical guidance
Demonstration Notes
Exaggerate movements for visibility, repeat key points multiple times, involve students in demonstrations where appropriate
Verbal Cues
- •'Turn that foot inward!'
- •'Keep the ball close!'
- •'Look for space!'
- •'Make the smart choice!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area for activities, larger for multiple pitches
Surface Check
Even, dry surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Check footballs are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify bibs are clean and tear-free
Risk Management
Key Risks
- •Collisions during dribbling activities
- •Slips and falls during direction changes
- •Ball strikes to face or body during game play
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between groups
- •Progressive skill building from stationary to dynamic
- •Emphasis on control over speed throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor circle activities for centre collisions
- •Watch game situations for inappropriate contact
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school office if required