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Lesson 6 - Ball Control & Game Play

Ball Mastery & Tactics

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Year 5

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Football

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Big Question

How can mastering bouncing ball control make me a more effective player in football matches?

Learning Objectives

To implement and apply skills developed throughout the unit to control bouncing balls effectively
To demonstrate confident control of bouncing balls while maintaining possession under pressure
To work collaboratively as a team to discuss performance and implement tactical improvements

Key Outcomes

Students will successfully control bouncing balls with improved technique and confidence
Students will apply unit skills (turning, running with ball, passing, space creation) in competitive game situations
Students will demonstrate effective communication and teamwork to analyse and improve performance

Equipment & Resources Required

Softballs

1 per student (30 total)

Distribute around activity areas, ensure proper inflation

Alternative: Size 4 footballs preferred, size 3 for smaller students

Bibs

4 sets of different colours (8 bibs per set)

Assign different colours to teams for easy identification

Alternative: Coloured cones on students if bibs unavailable

Cones

40-50 flat cones

Use for pitch boundaries, circle markers, and goal posts

Alternative: Markers, chalk lines, or painted lines

Goals

5 goals (depending on number of pitches)

Goals should be relatively large to encourage scoring opportunities

Alternative: Cone goals 3m wide, wall targets, or marked areas

Stopwatch

For timing activities and game durations

Alternative: Phone timer, clock with second hand

Sun Markers

1 set

For recording scores, drawing tactics, and team discussions

Alternative: Clipboard and paper, or verbal instructions

Key Vocabulary

Bouncing ball control

The technique of stopping and controlling a ball that is bouncing using a cushioned touch

Cushioned touch

A soft, controlled contact with the ball that reduces its pace and brings it to rest

First touch

The initial contact a player makes with the ball when receiving it

Close control

Keeping the ball within playing distance while moving, preventing opponents from taking possession

Round-robin tournament

A competition format where every team plays against every other team once

Tactical awareness

Understanding when and how to use different skills and positions to benefit the team

Skill Progression Pathway

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

Prior Learning

Basic ball control with feet using stationary balls
Simple passing and receiving techniques
Understanding of football rules and basic positioning
Experience with turning and running with the ball

Current Skills

Controlling bouncing balls with cushioned touch
Applying unit skills in competitive game situations
Team communication and performance analysis
Game awareness and tactical decision-making

Next Steps

Advanced ball control under increasing pressure
Complex tactical formations and strategies
Leadership skills in team sports
Performance analysis and coaching others

Milestone Indicators

Student successfully controls 8/10 bouncing balls with clean first touch

Student applies at least 3 different unit skills during game play

Student initiates and leads meaningful team discussions about performance

Student demonstrates game awareness by making tactical decisions that benefit the team

Key Teaching Points

Keep eyes on the ball throughout its entire flight path for successful bouncing ball control
Create space by stepping back as the ball approaches to give time for proper control technique
Use inside of foot for best control surface and pull foot back on contact to cushion the bounce
Apply all unit skills (turning, running with ball, passing, maintaining space, step-overs) in competitive game situations
Focus on team communication and performance analysis to improve collective play
Maintain safe play with no-contact rules while showing competitive spirit and good sportsmanship
Connect lesson skills to real football applications to understand relevance beyond PE lessons

Common Misconceptions

Students thinking they should kick through bouncing balls instead of cushioning them - correct by demonstrating soft touch technique
Believing bouncing ball control is only useful for goalkeepers - show field player applications like receiving crosses and passes
Assuming perfect control is required every time - emphasise improvement and learning from mistakes as part of development
Thinking individual skill is more important than team play - reinforce that skills should benefit team performance
Believing they need to use all unit skills in every game situation - teach appropriate skill selection based on context
Assuming tournament results are most important - emphasise skill development and team improvement over winning

SEN Adaptations

ADHD

Break activities into shorter segments with clear transitions, provide regular movement breaks, use clear visual and auditory signals for attention

dyspraxia

Allow additional practice time for technique development, use larger equipment and targets, provide step-by-step movement breakdowns with extra repetition

autism spectrum

Provide clear lesson structure with visual schedule, offer quiet reflection spaces, use consistent routines and clear expectations throughout

visual impairment

Use brightly coloured balls and equipment, provide detailed verbal descriptions of technique, implement buddy system for guidance and safety

hearing impairment

Use clear visual demonstrations and gestures, provide written instruction cards, ensure face-to-face communication during explanations

physical disability

Offer seated or modified bouncing ball control practice, use larger or softer balls, adapt throwing distances and game areas as needed

Cross-Curricular Links

English

Developing speaking and listening skills through team discussions, using descriptive vocabulary for technique explanation, following and giving clear instructions

Maths

Calculating tournament points (3 for win, 2 for draw, 1 for loss), measuring distances for partner practice (8-10m), timing game duration and activity segments

Science

Understanding forces when cushioning ball contact, exploring motion and momentum during bouncing ball control, investigating friction between foot and ball

PSHE

Building resilience through skill practice challenges, developing teamwork and cooperation, showing respect for opponents and teammates, managing emotions during competition

Teacher Guidance

Positioning

Rotate between activity areas ensuring clear sightlines to all students, position near higher-risk activities during games

Observation Focus

Monitor bouncing ball control technique development, safe play during competitions, effective team communication

Intervention Points

Step in immediately for unsafe play, provide technique guidance when students struggling, facilitate team discussions if needed

Demonstration Notes

Use clear, exaggerated movements for bouncing ball control technique, show common mistakes and corrections, involve students in demonstrations when appropriate

Verbal Cues

•'Eyes on the ball all the way!'
•'Step back to create space!'
•'Soft touch with inside of foot!'
•'Pull your foot back to cushion!'
•'Use your unit skills in the game!'
•'Great team communication!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for full lesson, clear of obstacles with defined boundaries

Surface Check

Dry, even 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 have no torn areas that could catch
•Confirm goals or targets are stable and properly positioned

Risk Management

Key Risks

•Collisions between students during games
•Slips and falls on wet or uneven surfaces
•Ball strikes to head or face
•Overexertion during competitive activities
•Potential contact during enthusiastic play

Risk Mitigation

•Clear boundaries established with adequate spacing between activities
•Appropriate spacing maintained between students during all activities
•Progressive skill building from controlled practice to competitive games
•Strict no-contact rules enforced throughout lesson
•Regular hydration breaks and intensity monitoring

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Monitor high-activity areas during competitive games
•Rotate attention between different groups and activities
•Maintain proximity to groups needing additional support

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, seek additional medical support if needed