Kicking Showcase

Overview

Students consolidate kicking and first-touch skills from the unit by demonstrating them in modified games. They connect movement choices to simple game strategies, fair play, and teamwork.

Learning intentions

Students will be able to:

• demonstrate an accurate kick to a target with control and body balance
• perform a first touch that sets up the next action (pass or kick)
• use simple kicking-and-touch strategies in small-sided games
• explain what they did well and what to improve using “I can” language

Success criteria

“I can…”

• I can use a two- or one-step approach and kick with control toward a target.
• I can take a first touch that helps me move the ball to space.
• I can choose a kick or pass after my first touch to keep the game going.
• I can communicate respectfully with teammates and follow safety rules.

Curriculum links

• Develop and apply fundamental movement skills, focusing on kicking and receiving/control in games.
• Use movement strategies and concepts (space, time, decision-making) to improve performance.
• Practise fair play, positive relationships, and safe participation in physical activities.

Lesson structure (50 minutes)

1. 0–7 Retrieval + warm-up: Kicking Touch Tag (active recall) In lanes or a grid, students dribble a ball (or light ball) and tag using the foot (safe “touch to tag” only). When they hear the signal, they stop ball control, do 1–2 practice touches, then make a controlled kick to a nearby cone line. Prompt: “First touch = get it ready!” Use Spanish cues: toca primero (touch first), patear (kick).

2. 7–11 Goals (WALT) + success criteria Students gather. WALT: “We are learning to show controlled kicking and a first touch that helps us choose the next action in a game.” Quick teacher demo of two key cues:

• “Plant foot beside the ball, swing through.”
• “First touch goes to space.” Ask: “What is our next action after a good first touch?”

3. 11–20 Learning (I Do – We Do): Skill stations with modelling

• I Do (3 minutes): Teacher shows one accurate kick to a target plus a first touch that prepares the kick. Emphasise balance and safe distance.
• We Do (6 minutes): In pairs, students rotate through two mini stations with clear rules: Station A: Kick to a colour target zone (hoops or tape). Station B: First touch to space—receive from a short roll, then nudge to a cone for “ready-to-play” position. Guided questioning: “Where should your first touch go?” “How do we keep space safe?”

4. 20–35 Consolidation: Modified game 1: “Target Keepers” (small-sided) Groups of 3–4 on a half-court/field area with 3 targets per team (cones/hoops). Goal: score by kicking after a first touch setup. Rules to keep everyone moving:

• Each player must get at least one first touch before kicking to a target.
• After a kick attempt, retrieve quickly and rejoin.
• Points: 1 for controlled target hit; 2 if teammates set up space with a clear pass/role (teacher listens for teamwork). Teacher role: roams with spot feedback using two focuses: first touch to space and controlled kick. Quick reteach bursts: stop 20–30 seconds, re-model the cue most missed, then restart.

5. 35–45 Consolidation: Modified game 2: “Show & Play” (game-like demonstration) New teams or keep same groups. A “show card” (teacher points to a cue) rotates every 2 minutes:

• Card 1: “First touch forwards”
• Card 2: “Kick with balance”
• Card 3: “Pass or kick after touch” Students aim to keep possession and create chances. The teacher gives targeted feedback and changes rules if needed (e.g., reduce space, use larger ball, one-touch option for support).

6. 45–50 Show Me What You Know: Peer showcase + reflection Each team performs a 30–40 second mini-play for classmates to observe the success criteria. One student per team gives a quick explanation: “My first touch helped me because…” Whole class closes with 2 sentences: “Today we improved…” and “Next time I will…”

Resources

• Soft foam balls or size-appropriate balls (one per 1–2 students)
• Cones, tape/markers, hoops for targets
• Coloured bibs for teams
• Small portable goals or designated target zones
• Skill cue cards (First touch to space / Kick with balance / Pass or kick after touch)
• Whistles/timers for transitions
• Personal water bottles
• First aid kit and a clear boundary plan

Assessment

• Teacher observation checklist (informal): controlled kick toward target; first touch creates a ready position; decision after touch (pass/kick).
• Peer feedback prompt: “I noticed your first touch… / Your kick was…”
• Quick reflection during closure to check understanding of cues and strategies.

Differentiation

• Support
• Use larger balls and shorter distances to targets.
• Allow a two-step approach or reduce to “kick from closer range.”
• Provide a “touch-to-cone” pathway before kicking.
• Extension
• Add a time challenge: complete touch + pass/kick within 3 seconds.
• Increase accuracy demand (smaller targets or fewer scoring zones).
• Introduce one extra decision: kick into a specific target based on teammate’s call (“¡aquí!” = “here!”).
• Mixed-ability grouping
• Rotate roles: kicker, receiver, teammate support/space creator to ensure each student touches the ball regularly.
• EAL/SEN
• Use consistent Spanish phrases with gestures: toca primero, espacio, patear; allow students to respond non-verbally (point to space/target) when needed.