Kickoff Basics

Overview

In this first lesson of the unit “Mastering Kicking & Touch”, students learn safe, basic kicking technique and a first-touch control to keep the ball under control in space. They practise through structured warm-ups and small-sided game play to build ball control and spatial awareness.

Learning intentions

• Students will be able to kick a ball with control toward a target using a stable body position.
• Students will be able to use first touch to stop or redirect a moving ball.
• Students will demonstrate awareness of space to avoid collisions and practise fair play.
• Students will work cooperatively in small groups, using simple cues and communication.

Success criteria

• I can plant my non-kicking foot next to the ball and use the inside of my foot to kick.
• I can use my first touch to stop the ball or change its direction.
• I can move into open space and avoid other players when passing/kicking.
• I can follow safety rules and show fair play (no rough contact, call “space” if near others).

Curriculum links

• Fundamental movement skills: develop kicking and ball control through practice and feedback.
• Apply movement concepts in games: use space, timing and simple strategies to outwit others.
• Social and emotional learning through teamwork, inclusion and respectful behaviours.
• Participation and safety: follow game rules and manage risk during movement activities.

Lesson structure (50 minutes)

1. 0–6 Retrieval (warm-up game): “Coach Says: Kick & Touch” with stations in a grid. Teacher calls actions (e.g., “kick”, “touch”, “stop”) and students perform with a partner ball. Add a simple spatial rule: when teacher says “FREEZE”, everyone stops and looks for space.

• Quick check: students repeat the key cue: “Plant, Inside, Kick”.
• Spanish CLIL: teacher models “pie dentro” (inside foot) and “alto” (stop).

2. 6–10 Goals (WALT + success criteria): Gather students. Show a ball and demonstrate: non-kicking foot beside the ball, inside of kicking foot, follow-through toward target. Students repeat “Plant–Inside–Kick” and “Stop or Change”.

• WALT: “We Are Learning To kick and make a first touch that controls the ball in a small space safely.”
• Students share one success criterion they are aiming for.

3. 10–20 Learning (I Do – We Do): Technique modelling and guided practice

• I Do (2 minutes): Demo two actions: (1) inside-foot kick to a wall/marker target, (2) first touch to stop the ball on the spot.
• We Do (8 minutes): In pairs, 2-touch routine: Touch (stop) → Kick to target. Teacher roams using one cue at a time.
• Safety reminder: only kick on the teacher’s count; others keep 1 arm-length away.

4. 20–32 Learning (We Do → You Do): “Red Light Green Light: Touch then Kick”

• Students spread in the grid. Teacher calls “Green light” (students touch/stop the ball) then “Kick” (short controlled kick to a cone). “Red light” means freeze and hold balance.
• Question prompts: “Where is your space?” “What did you do with your first touch?” “Did you use the inside foot?”
• Spanish reminders: “buena control” (good control), “mirar espacio” (look for space).

5. 32–45 Consolidation (game-based practice): Small-sided game: “Keep It in Your Zone”

• Set up 3 zones (same size) across the field. Groups of 3–4. Goal: keep the ball in your zone using first touch and controlled kicks to teammates (no long punts).
• Rules: 1) If ball is in your zone, you may touch it; 2) Kick only inside the zone; 3) If ball leaves your zone, other team claims it from the boundary cone.
• Teacher runs mini-reteach after 2–3 minutes: demonstrate how to angle the first touch to change direction.

6. 45–50 Show Me What You Know: Partner demonstration + quick reflection

• Each student performs 1 controlled sequence: first touch (stop) → inside-foot kick to a nearby target cone, while a partner gives one feedback phrase (“Inside foot” or “Good stop”).
• 30-second reflection: “One thing I will do next time is…”

Resources

• Soft foam soccer balls or lightweight soccer balls (one per student or one per pair)
• Cones and floor markers to create grids and zones
• Mini goals or wall targets (optional)
• Bibs (at least 2 colours)
• Whistle or voice cue for “Green/Red Light”
• Clipboards or observation sheets for teacher notes
• Coloured tape for target lines
• First-aid kit and water access
• Space/behaviour cue cards (e.g., “Stop–Look–Go”)

Assessment

• Observation checklist during partner tasks: inside-foot technique, first touch control, safe spacing.
• Partner feedback quality: can they state one specific cue aligned to “I can” criteria.
• Quick end-of-lesson demonstration: successful stop then controlled kick toward target.

Differentiation

• Support (scaffolds): allow using larger target cones, reduce distance, use stationary balls first, and allow “push kick” if inside-foot kicking is difficult.
• Support for risk/safety: provide a personal “home spot” marker for each student in the grid; they kick only when standing behind the line.
• Extension (advanced learners): increase challenge by adding a second target, requiring a first touch to turn the ball 90 degrees before kicking, or shortening time (“touch in 1 second”).
• SEN/extra support: offer a slower call-and-response tempo and fewer options; provide visual cue cards (Plant–Inside–Kick / Stop or Change).
• EAL (English as an additional language): keep instructions short, model movements, use consistent gestures, and pair with supportive peers using the same cue phrases. Maintain Spanish vocabulary as optional add-ons with modelling only.