Lesson 2 - Running with the Ball
Ball Mastery & Tactics
•Year 5
•Football
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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
Place balls around activity area perimeter for easy access
Alternative: Size 3 or 4 footballs depending on student ability
Mark out 20m x 20m warm-up area and end zones for main game
Alternative: Markers, spots, or other boundary markers
Organise teams for 4v2 and rotation activities
Alternative: Coloured bands or temporary team identification
Key Vocabulary
Moving forward while keeping the ball under control using feet
Areas on the pitch where there are no defenders or opponents
The top part of the foot used for powerful kicks and control
Designated scoring area that players must enter to score goals
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
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