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Lesson 2 - Running with the Ball

Ball Mastery & Tactics

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Year 5

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Football

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Big Question

How can I use running with the ball to create goal-scoring opportunities?

Learning Objectives

Recognise space and opportunities for running with the ball
Travel quickly and effectively with the ball while maintaining control
Select appropriate conclusions to runs with the ball (pass, shoot, dribble)

Key Outcomes

Students will demonstrate confident ball control while running at pace
Students will make tactical decisions about when to run with the ball
Students will apply running with ball skills in game situations

Equipment & Resources Required

Softballs

1 per student (30)

Place balls around activity area perimeter for easy access

Alternative: Size 3 or 4 footballs depending on student ability

Cones

Mark out 20m x 20m warm-up area and end zones for main game

Alternative: Markers, spots, or other boundary markers

Bibs

15 (3 different colours)

Organise teams for 4v2 and rotation activities

Alternative: Coloured bands or temporary team identification

Key Vocabulary

Running with the ball

Moving forward while keeping the ball under control using feet

Space

Areas on the pitch where there are no defenders or opponents

Laces

The top part of the foot used for powerful kicks and control

End zone

Designated scoring area that players must enter to score goals

Channel

To force an opponent to move in a particular direction

Skill Progression Pathway

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

Prior Learning

Basic ball control using inside and outside of foot
Understanding of personal space in PE activities
Simple passing and receiving skills

Current Skills

Running with the ball while maintaining control
Recognising space and timing of runs
Decision-making after running with the ball

Next Steps

Advanced dribbling techniques and feints
Running with the ball in small-sided games
Combination play linking running with passing

Milestone Indicators

Consistent ball control while running at moderate pace

Ability to lift head while running with ball

Making appropriate decisions 6 out of 10 times

Key Teaching Points

Use laces (top of foot) for maximum control when running with ball
Keep ball close with small touches every 2-3 steps
Head up to scan for space and avoid defenders
Make decisions based on space availability - run when clear, pass when crowded
Use running with ball to create goal-scoring opportunities for team
Communicate with teammates about space and passing options
Practice running at different speeds while maintaining control

Common Misconceptions

Thinking bigger touches mean faster movement - actually leads to loss of control
Believing you should always run with ball when you get it - sometimes passing is better option
Assuming running with ball is selfish - it can create space and opportunities for whole team
Thinking only fast players can run with ball effectively - control and timing more important than speed
Believing you need to beat every defender - sometimes running creates space for teammates instead

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries and expectations, regular movement breaks, immediate positive feedback

dyspraxia

Larger balls for easier control, simplified movement patterns, extra practice time, clear step-by-step instructions

autism spectrum

Clear visual schedules, consistent routines, quiet zones available, advance warning of activity changes

visual impairment

Use bright coloured balls and clear verbal descriptions, provide tactile markers for boundaries, buddy system for navigation

hearing impairment

Use clear visual demonstrations and hand signals, written instruction cards, ensure face-to-face communication

physical disability

Seated ball control activities, modified distances and equipment, alternative scoring methods, wheelchair-accessible areas

Cross-Curricular Links

Maths

Estimating distances travelled with ball, calculating angles for passes, timing and measurement in activities

Science

Understanding forces and friction in ball movement, body systems responding to exercise, momentum and control

Geography

Directional movement and spatial awareness, reading and creating pitch diagrams, understanding space usage

PSHE

Teamwork and communication skills, resilience in challenging situations, respect for opponents and rules

Teacher Guidance

Positioning

Move around activity areas to observe all students, position for safety oversight during games

Observation Focus

Watch for correct technique, decision-making quality, safety awareness, and student engagement

Intervention Points

Stop for safety concerns, pause for technique corrections, intervene for tactical coaching

Demonstration Notes

Show all techniques clearly, use students for positive examples, emphasise key coaching points visually

Verbal Cues

•'Use your laces!'
•'Head up, look for space!'
•'Small touches, keep control!'
•'Make the right choice!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for full activities, clear boundaries marked

Surface Check

Even grass or artificial surface, free from debris and hazards

Equipment Safety

Safety Checks

•Check footballs are properly inflated
•Ensure cones have no sharp edges or cracks
•Verify goals are stable and secure

Risk Management

Key Risks

•Collisions between running players
•Slips and falls on grass surface
•Ball strikes to head or body
•Overexertion during high-intensity activities

Risk Mitigation

•Clear boundaries and activity areas established
•Adequate spacing between groups during activities
•Progressive intensity building throughout lesson
•Regular rest periods and hydration breaks
•Clear rules about safe tackling in games

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during games
•Watch for signs of fatigue or overexertion
•Ensure fair play and appropriate contact levels

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact school medical support if needed