Ball Control: Feet

Grade Level Outcomes	Psychomotor		Cognitive	Affective
	S1.E18.K	S3.E3.K	S2.E2.K	S4.E4.K
	Taps a ball using the inside of the foot, sending it forward.	Recognizes that when you move faster, your heart beats faster, and you breathe faster.	Travels in three different pathways.	Shares equipment and space with others.

Warm Up: March, Meet, and Move (In Pathways)

This warm up activity allows students to begin moving at a moderate pace, using the skill of high knee marching, while they interact and cooperate with each other to complete previously learned exercises/moves.
It prompts students to use various movement pathways that they have learned previously in PE.

Remind students that in this warm-up, called March, Meet and Move, they will try to do the high knee march while moving all around in the general activity space.

Review proper form for marching: Stand strong/tall through your head and torso, Lift the knees up to waist height while alternating with a medium hard foot placement on the floor.

Explain:

• When you call aloud, meet and move, they should stop marching and turn towards the person/s closest to them.
• This time the shorter person will show an exercise that they know, and their partner should also do the move.
• When you call aloud, march, they will begin marching and moving around the general space again. This pattern will continue for one song.
• You would like them to practice moving/marching in different pathways and that using pathways helps them move in different ways and makes it easier for them to move away from obstacles, which is good practice for games they will play later in PE. Review some of the different pathways they could possibly use (e.g., straight, curved, angled, zigzag, etc.)
• They should also try to work well with others they “meet up” with by mimicking the shortest person’s moves quickly and cooperating/not arguing with each other.

Procedure:

1. Start music to begin movement.
2. Intermittently call aloud, meet and move.
3. Monitor throughout the activity space and encourage students to do lots of movement and use of different pathways.
4. Continue activity with intermittent cues for 3-5 minutes or one song.

Transition:

When warmup is completed ask students to place a flat palm over their heart and give a thumb’s up hand signal if they can feel the heart doing its job. Then ask students to move safely to their team position.

Skill Development: Foot Dribble

This skill development focuses on instruction and exploration of moving the ball with the feet (Foot Dribbling) The Kindergarten GLO is to tap a ball using the inside of the foot, sending it forward. The EPEC Classic TLP foot dribble is used for instruction and form corrections, with a focus on steps 1-2.

Prepare:

Say to students:

• Now we are ready to continue learning how to move the ball with our feet.
• Who remembers what we practiced with the ball during PE last time? (Kicking and trapping)
• Those are both skills that we can use in games.
• Now we are going to try moving the ball with both feet.
• This skill is called foot dribbling.
• Raise your hand if you’re ready to try it with me!
• It’s great to see so many of you are ready to learn.
• Remember that whenever we are using a ball, we are going to try to use safe equipment handling/responsibility.
• Raise your hand if you can recall one of the safety cues I might use while we are working with a ball. (e.g., freeze please, foot to ball, eyes on me, etc.)
• Also, we want to work well with our practice partners so that we can have the best practice possible.

Explain/Demonstrate: Pretend Ball/Push Back and Forth

• Ask students to move safely to a space spot and stand with their feet on either side of the spot.
• Tell students that first they are going to practice their body form, pretending that their spot is the ball.
• Demonstrate how to position the body (e.g., ready, one foot on either side of the spot, knees slightly bent, weight on balls of feet)
• Teach /Model how to shift their weight back and forth, pretending to tap the side of the space spot with the inside of the foot.
• Share that they can use the foot trap that they practiced last time to stop the ball if it starts rolling away from them and they need to gain control again.

Practice: Pretend Ball/Push Back and Forth

• Practice shifting weight back and forth from dominant/non-dominant foot together as a class.
• Cue aloud, tap, tap, tap, tap-trap. On the trap cue, students should place the ball of their favorite foot on top of the space spot.
• Practice multiple times until it looks like most students are demonstrating proper body form.

Explain/Demonstrate: Back and Forth Ball Tap and Trap

• Share that they will now get the chance to try their ball tap (dribble) with a ball.
• Call students to each get a ball and bring it back to their space spot.
• Share that they should start off thinking about tapping the ball very softly.
• Explain and demonstrate how if they tap it too hard, they could easily lose control.
• Explain that it’s OK if they lose control while they are practicing because learning a new skill can be challenging.
• Demonstrate how to softly tap the ball back and forth using the inside of the foot.
• Share that they are going to try four taps and then a trap like they did without the ball.

Practice: Back and Forth Ball Tap and Trap

• Ask students to show ready position, then cue practice aloud, ready, eyes on the ball, softly tap, tap, tap, tap-trap. Tap, tap, tap, tap-trap.
• Continue practice, moving through activity space and calling aloud cue words until students show some control.

Explain/Demonstrate: Try for 10

• Share with students that they are going to continue to try the foot dribble on their own.
• Tell them they will continue to practice using the inside of the foot to tap the ball softly back and forth, trying to get at least ten taps in a row with control.
• Explain that if they get ten, they should leave their ball and move safely to high five the teacher. Then they can return to their ball and try to get ten again.
• Remind students to use their foot trap skill if the ball begins to roll away from them and they need to regain control.

Practice: Try for 10

• Direct students to start in the ready position with their ball directly in front of them.
• Begin music to cue movement.
• Call aloud body cues as reminders for students to use their best body form.
• Complete a high five with those students that complete ten in a row.
• Continue practicing for 2-4 minutes.

Transition:

Ask students to pick up their ball and bring it to the designated area and then return to their team position.

Purposeful PLAY: Fun Forest Adventure: Leaping Hot Lava, Moving & Stopping River Rocks

This activity allows students the opportunity to continue to practice their dominant foot kick, foot trap and foot dribble combined with previously learned locomotor and non-locomotor skills. It prompts them to use their creativity and imagination while they have fun interacting and cooperating with each other.

Procedure:

1. Tell students that in this activity, Fun Forest Adventure: Leaping Hot Lava, Moving & Stopping River Rocks, they will be using a variety of locomotors, including leap, foot trap, foot dribble, and favorite foot awareness to have fun, move around, and improve their skills.
2. Review that they are going to pretend they are moving outside in an area with varied landscape. (e.g., out in a forest with tall trees, big boulders/rocks, erupting volcanos, and mountains).
3. Explain to students that when the music is on, they should move around the activity space using all their locomotors and trying to move in various pathways. Challenge them to move straight, curvy, zigzagged, etc. as they move throughout the pretend forest.
4. Remind them there are areas of the activity space (forest) that are going to have “river rocks” or “hot lava” flowing through:
   • If they come to a hot lava lane (jump rope), they should try to leap over it without letting any part of their foot dip into it. (Review with them that when leaping, they should leap from their kicking/dominant foot to their non-kicking/non-dominant foot.)
   • If they come to a ball (river rock) they should try to move it back and forth with their foot dribble 10 times and then stop it by trying a balanced foot trap on top of it for 10 counts.
5. Tell students that when the music stops, they should find another forest friend, lock hands with them and try to balance on their favorite kicking foot until the music starts again.
6. Remind them that this will take cooperation, to balance together without causing each other to fall over. Demonstrate with a student.
7. Ask quick recall questions:
   • What skills are we using? (Locomotors, leap, foot trap, foot dribble, favorite foot awareness)
   • Which skill are we using to get us over the hot lava? (Leap)
   • Which foot are we focusing on when balancing with a friend? (Favorite/dominant foot)
8. Start music to begin activity. (Upbeat sounds of nature music would be motivating)
9. Intermittently pause music and cue for students to find a forest friend and balance on their kicking foot.
10. Move through activity space and call out cue words for skill reminders and encourage best effort and cooperation.

Transition:

When music pauses for the final time, ask students to find a forest friend to hold hands with and try to balance on their favorite foot with them. (Ask clean-up crew to pick up balls that are spread out in activity area).

Cool-Down: Walk Together, Work Together

Procedure:

1. Ask students to walk in pairs for this activity called, Walk Together, Work Together, holding hands, throughout the activity space for 30 counts.
2. Challenge them to try to walk in a variety of pathways together.
3. Ask them to stop, turn to face each other and reach high to the sky, touching their fingers together at the top and hold for 20 counts. Ask them to place their feet apart and stretch low toward their toes for 20 counts.
4. Ask them to hold hands again and march in place for 20 counts.
5. Ask students to sit down on the ground facing each other, place the bottoms of their feet to their partner’s and stretch toward their toes for 20 counts.
6. Ask students to take two deep breaths, then call aloud, thank you fitness friend, to their partner/classmate.

Transition:

Ask students to use safe moving skills to line up to leave. Ask clean- up crew to collect/organize equipment used.

When students are lined up, quiet, and showing body control:

Check for Understanding:

Call on 3-5 students to answer/demonstrate:

• What’s a skill that we can use with our feet and a ball?
• What is a move we can do to get our heart pumping harder?

PLAY at Home:

Find a ball at home that you could practice with. If a ball is not available, roll up some paper or a rag and put tape around it to make a practice ball. Try out your foot dribbling the ball. Use your high knee march at home around the house. See if you can get your heart to beat faster/harder while you are marching around.

Celebratory Closure:

Call out in a celebratory voice: Next time, we’ll continue trying to improve your ball control with your feet!

Repeat after me:

• Moving to-ge-ther. [repeat]  Moving together!
• Makes us be-tter! [repeat] Makes us better!