Lesson 1 - Turning with the Ball
Ball Mastery & Tactics
•Year 5
•Football
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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
Distributed around area perimeter before lesson starts
Alternative: Size 3 footballs for better control, tennis balls for beginners
Used to mark boundaries and activity areas
Alternative: Spot markers, bibs as markers
Set up around activity areas for shooting practice
Alternative: Cone goals, target areas marked with cones
For team identification in games
Alternative: Different coloured t-shirts, bands
Key Vocabulary
Changing direction with the ball whilst maintaining control and possession
Keeping the ball close to your feet so it doesn't run away from you
An area on the pitch where there are no opponents
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
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