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Lesson 1 - Turning 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 mastering the art of turning with the ball give you the advantage in football?

Learning Objectives

To develop the ability to turn with the ball in controlled situations
To apply turning skills in game situations to maintain possession
To understand when and where to turn with the ball effectively

Key Outcomes

Students will demonstrate controlled turning with the ball using different techniques
Students will successfully turn into space during game situations
Students will evaluate the effectiveness of their turning decisions

Equipment & Resources Required

Softballs

1 per student (30)

Distributed around area perimeter before lesson starts

Alternative: Size 3 footballs for better control, tennis balls for beginners

Cones

20-30

Used to mark boundaries and activity areas

Alternative: Spot markers, bibs as markers

Goals

4-6 portable goals

Set up around activity areas for shooting practice

Alternative: Cone goals, target areas marked with cones

Bibs

15 (half the class)

For team identification in games

Alternative: Different coloured t-shirts, bands

Key Vocabulary

Turning

Changing direction with the ball whilst maintaining control and possession

Control

Keeping the ball close to your feet so it doesn't run away from you

Space

An area on the pitch where there are no opponents

Possession

Having control of the ball for your team

Skill Progression Pathway

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

Prior Learning

Basic ball control with different parts of the foot
Simple passing and receiving skills
Understanding of spatial awareness in games

Current Skills

Turning with the ball using inside and outside of foot
Receiving and turning in one movement
Recognising space to turn into

Next Steps

Turning under pressure from opponents
Advanced turning techniques including step-overs
Combining turns with other football skills

Milestone Indicators

Can maintain possession when turning

Shows confidence to attempt turns in game situations

Demonstrates variety in turning techniques

Key Teaching Points

Ball must be close and under control before attempting any turn
Always look for space to turn into before beginning the movement
Use the inside of foot for maximum control during turning
Plant standing foot firmly to provide stability during turn
Accelerate away immediately after completing the turn
Quality of turning decision is more important than speed of execution
Turning should have purpose - to create space, maintain possession, or create scoring opportunities

Common Misconceptions

Students think they can turn effectively with the ball far from their feet - emphasise close control first
Belief that turning faster is always better - focus on controlled, purposeful movements
Assumption that turning should always be attempted - teach when NOT to turn based on space and pressure
Misconception that only dominant foot should be used - encourage practice with both feet
Thinking that turning is just about the feet - emphasise whole body movement and balance

SEN Adaptations

ADHD

Shorter activity bursts with clear starts and stops, movement breaks, immediate positive feedback

dyspraxia

Slower demonstration pace, extra practice time, larger balls for easier control, simplified movement patterns

autism spectrum

Clear structure with visual schedule, quiet spaces available for breaks, consistent routines and language

visual impairment

Use brightly coloured balls and cones, verbal descriptions of demonstrations, tactile guidance for foot positioning

hearing impairment

Clear visual demonstrations, written instructions on cards, hand signals for commands

physical disability

Adapted turning techniques using upper body or wheelchair skills, modified equipment and distances

Cross-Curricular Links

English

Technical vocabulary development, giving and receiving instructions, describing movement and technique

Maths

Angles of turns (45°, 90°, 180°), estimation and measurement of distances, counting successful turns and passes

Science

Forces and motion in turning movements, friction between ball and surface, body systems during exercise

Geography

Directional language (left, right, clockwise), spatial awareness and orientation, mapping movement patterns

PSHE

Perseverance when learning new skills, supporting teammates, managing emotions during competition

Teacher Guidance

Positioning

Move around the outside of activities for clear sight lines, position centrally for demonstrations

Observation Focus

Watch for quality of turning technique, decision-making in game situations, and student engagement

Intervention Points

Step in when students struggling with technique, unsafe play developing, or to highlight excellent examples

Demonstration Notes

Use slow-motion demonstrations for technique, emphasise key body positions, show common mistakes and corrections

Verbal Cues

•'Ball close before you turn!'
•'Look for the space!'
•'Inside of foot for control!'
•'Turn with purpose!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m area for main activities, clear of obstacles and hazards

Surface Check

Dry, even grass or artificial surface suitable for football activities with changes of direction

Equipment Safety

Safety Checks

•Check footballs are properly inflated and undamaged
•Ensure cones have no sharp edges or cracks
•Portable goals securely positioned and stable

Risk Management

Key Risks

•Collisions between students during turning activities
•Slips and falls when changing direction quickly
•Ball strikes to face or body during passing practice

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between groups and individuals
•Progressive skill building from static to dynamic practice
•Emphasis on control over speed in all activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Monitor high-activity areas during game situations
•Watch for signs of fatigue affecting technique and safety

Emergency Procedures

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