Ball Control Dynamics

National Curriculum Links

• Key Stage 3 Physical Education
• Develop competence to excel in a broad range of physical activities.
• Engage in competitive and co-operative physical activities, in a range of increasingly challenging situations.
• Use tactics, strategies and compositional ideas to overcome opponents in direct competition through team and individual games.
• Develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Lesson Details

• Year Group: 7
• Class Size: 24 students
• Duration: 49 minutes
• Overall Ability: Low; with differentiated activities and focused support.

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Learning Objectives

By the end of this session, students will:

1. Demonstrate improved control and movement of the ball using both inside and outside of their feet.
2. Perform receiving with a second touch to turn away from pressure effectively.
3. Engage confidently in 1v1 attacking and defending situations with an emphasis on ball control and turning.
4. Work in pairs and small-sided games to apply dribbling, receiving, and turning skills under gentle pressure.
5. Understand and use basic shielding and spatial awareness to protect the ball.

National Curriculum References:

• Pupils should develop competence in ball skills and apply these in small-sided games (NC PE 2014).
• Pupils should use simple tactics for attacking and defending (NC PE 2014).
• Develop passing and receiving skills to keep possession and create space (NC PE 2014).

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Equipment

• 12 footballs (size 3 or 4 appropriate for year 7)
• Cones to mark grids and small goals (mini goals or cones)
• Bibs for defenders
• Whistle and stopwatch

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Lesson Structure

1. Introduction and Warm-Up (7 minutes)

• Activity: Dynamic warm-up incorporating ball movement (e.g., small controlled dribbles, toe taps, ball flick ups).
• Teaching points:
  • Keep ball close to body (touches not too big).
  • Use inside and outside of feet to control direction.
  • Look up every few seconds to develop spatial awareness.
• Safety notes: Ensure players keep distance to avoid collisions.

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2. Skill Development: Receiving & Turning with Ball (13 minutes)

• Set Up: Create 4 grids, each approx. 5m x 5m, with pairs of students (12 pairs total).
• Task:
  • One partner passes ball with one touch; receiver takes a second touch to turn away from partner and pass back.
  • Practice turns: inside cut turn, outside cut turn, and drag back turn (demonstrate each).
  • Emphasis on balance, control, and keeping the ball close while turning.
• Adaptations for low ability:
  • Allow larger grids initially for more space.
  • Use softer passing and encourage stopping the ball before turning as progress step.
• Progression: Introduce passive defenders (partner takes a step closer) to encourage shielding and body positioning.
• Teaching points:
  • Soft first touch to control ball and set up the second touch.
  • Turn head up quickly to scan surroundings after receiving.
  • Use body to shield ball when turning under pressure.

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3. 1v1 Dribbling and Turning Drills (12 minutes)

• Set Up: Mark a 6m x 8m rectangular grid per pair with bibs for defenders. Half the pairs start as attackers, half defenders; switch roles after 6 minutes.
• Task:
  • Attacker starts with ball, uses dribbling and turning skills to beat the defender and dribble to end-line cones.
• Teaching points:
  • Keep ball close using inside and outside feet.
  • Focus on changing direction with turns learnt in previous activity.
  • Encourage looking up to assess position of defender.
  • Use shielding when defender steps in close.
• Adaptations:
  • Larger grids for less confident pairs.
  • Slower pace, encouraging more controlled touches.
• Progression:
  • Introduce time challenge to increase motivation.

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4. Small-Sided Games: 4v4 with Focus on Movement & Receiving (15 minutes)

• Set Up: Two small pitches (approx. 15m x 20m) with 6 players on each pitch (4+2 substitutes). Use bibs to split into teams.
• Instructions:
  • Play normal small-sided game, encouraging players to use movement with ball, receiving and turning, and 1v1 skills.
  • Encourage communication and looking up before and after receiving the ball.
• Teaching points:
  • Use inside and outside of feet to dribble and pass.
  • Shield ball under pressure.
  • Move into space after passing.
• Coaching tips:
  • Stop briefly to highlight good movement or shielding.
  • Encourage positive feedback among teammates.

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5. Cool Down and Reflection (2 minutes)

• Gentle jogging and stretching focusing on hamstrings, calves, and quadriceps.
• Reflection Questions:
  • What helped you keep control of the ball when turning?
  • How did you protect the ball when your opponent got close?
  • What will you focus on next lesson to improve your receiving and turning?

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Assessment & Differentiation

• Formative:
  • Teacher observation checklist for use of inside/outside foot, ball close to body, and looking up.
  • Feedback on body position and shielding in 1v1 scenarios.
• Summative:
  • Small sided games provide evidence of applying skills under pressure.
• Support for lower ability:
  • Additional encouragement to use larger touches and stop ball before turning.
  • Pair weaker learners with supportive partners.
• Challenge for higher ability:
  • Encourage use of feints and quicker movement in 1v1s.
  • Introduce non-dominant foot dribbling where appropriate.

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Teacher Notes

• Constantly circulate to monitor pairs and offer individual feedback.
• Use clear demonstrations and cue words (e.g., “soft touch”, “head up”, “shield the ball”).
• Praise effort and small improvements to boost confidence in low ability group.
• Consider quick mini quizzes during water breaks to reinforce key terminology: dribbling, turning, shielding.

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This lesson not only aligns explicitly with the England National Curriculum aims for physical skill development, tactical awareness, and personal challenge, but also incorporates practical adaptations for mixed ability groups while embedding core ball control fundamentals relevant to Year 7 pupils. The focus on movement with the ball, turning, receiving, and 1v1 engagement ensures a well-rounded, inclusive, and engaging session.