Lesson 1: Meet the Soccer Ball
Monday, November 23, 2026
1Stretching & Mobility5 min›
March and Shoulder Roll
30 seconds, then 8 rolls- Stand or sit tall with space around you.
- March or move arms gently for 30 seconds.
- Roll shoulders backward slowly; breathe normally.
Muscles/joints: Hip flexors, shoulders, ankles
Coaching cue: Easy rhythm and relaxed shoulders.
Modification: Seated marching or arm movements.
Supported Ankle and Foot Warm-up
8 slow repetitions- Use a stable wall or chair if needed.
- Lift heels gently on level ground.
- Lower slowly, keeping knees comfortable.
Muscles/joints: Calves and ankle joints
Coaching cue: Control the rise and lower; do not bounce.
Modification: Seated heel lifts or comfortable ankle movement.
Side Steps and Gentle Hip Bend
6 steps each way, 5 shallow bends- Side-step slowly without crossing feet.
- Pause with feet comfortably apart.
- Bend hips and knees a little, then stand tall.
Muscles/joints: Glutes, quadriceps, hip joints
Coaching cue: Small comfortable range; knees follow toes.
Modification: Seated side reaches or supported shallow bends.
2WARM-UP RUN / JOG — 2–3 MINUTESRequired›
Mark a safe route
- Mark a loop with 4–6 cones around the field or blacktop (about 100–150 yards).
- Keep the route away from fences, poles, parked cars, and uneven ground.
- Stand where you can see the entire loop.
Starting & stopping
- Gather students at the start cone. Say: 'When I blow the whistle, jog at a talking pace.'
- One whistle = start; two whistles = slow to a walk and come back to the start cone.
- Use the countdown timer below so everyone finishes together.
Pacing
Students should jog at a 'talking pace' — they could still chat with a friend. This is not a race and never a punishment.
Safety
- Pass on the outside, call 'On your left.'
- Shoes tied before starting.
- Walk if you feel dizzy, have chest pain, or can't catch your breath — tell the teacher.
Alternatives
Students may brisk-walk, power-march, or do seated arm-pumping. Wheelchair users can roll the loop or do arm circuits.
Hydration
Water break immediately after the run. Remind students to drink before and after PE.
3Review & Mini-Lesson10 min›
Review questions
- Why should you slow down before turning?
- Show how to move through space safely.
Vocabulary
- Dribble
- Move the ball using a series of small foot touches.
- Control
- Keep the ball close enough to choose the next action.
- Boundary
- The edge of the playing area.
What the Teacher Should Say
Soccer starts with knowing where your ball and friends are. Touch the ball softly with the inside of your foot, then take a step. Keep it nearby, like walking a pet on a short lead. Look up between touches. To stop, gently place the sole on the top of a still or slowly moving ball with support nearby, or block it with the inside of your foot. Do not step your full weight on the ball. We will practice without stealing from anyone.
Step-by-step demonstration
- Show inside-foot touches and a brief look ahead.
- Stop the ball gently without standing on it.
- Turn slowly around a cone while keeping the ball close.
Real-world examples
- A gentle ground pass is easier for a ready teammate to control.
- Looking for open space can prevent crowding around the ball.
Questions to ask students
- Why keep the ball close?
- When should you look up?
- How do you stop without standing on the ball?
Visual resource
Extension
Draw or explain one cue from “Meet the Soccer Ball” and show it safely without equipment.
4Group Activity: Soccer Traffic Lights15–20 min›
Purpose: Use gentle foot touches to move a soccer ball and stop it safely.
Equipment
- Age-appropriate soccer or soft balls
- Cones
- Red/green cue cards
Players
Whole class in pairs or small groups of 3–4
Space & setup
Give each student a ball where possible in a wide coned grid with personal-space gaps; create a parallel accessible ball-control area.
Rules
- Green means gentle dribble; red means controlled stop.
- No stealing, chasing, standing on balls, or hard kicks.
- Retrieve loose balls only when the area is clear.
Step-by-step
- Teacher demonstrates the task and checks readiness, clear space, and accessible options.
- Walk beside the ball and make six gentle touches.
- Practice three stops with the inside of a foot.
- Respond to green and red cues at walking pace.
- Use both feet if comfortable and finish inside the boundary.
- Pause for water and one coaching cue; repeat a short round if comfortable.
- Teacher checks each student individually using the assessment cue before cooldown.
Teacher demonstration
Show inside-foot touches and a brief look ahead. Stop the ball gently without standing on it. Turn slowly around a cone while keeping the ball close.
Safety
- Use level, nonslip ground and clear boundaries; follow each student’s health plan.
- Choose comfortable effort, allow water and rest, and report pain, dizziness, or unusual breathing difficulty immediately.
- No heading, slide tackles, pushing, or deliberate body contact; use age-appropriate soft balls.
- Keep passing and shooting lanes clear; stop nearby play before retrieving a loose ball.
Modifications
Use larger soft balls, inside-foot stops instead of sole stops, seated foot touches, or hand-controlled rolling with an adapted stick under teacher guidance.
Advanced challenge
Explain one cue to a partner, then repeat with improved control; do not add speed.
Assessment
Observe five controlled touches, a safe stop, and awareness of boundaries.
5Supervised Free Play & Cooldown20–30 min›
Activity choices
Expectations
- Stay inside the coned boundary.
- Take turns and share equipment.
- Include anyone who wants to join.
- Teacher circulates and keeps eyes on all groups.
- Water available throughout.
Cooldown
- Walk or roll slowly for 2 minutes until breathing feels comfortable.
- Gentle supported calf stretch: 15–20 seconds per side; no bouncing.
- Gentle cross-body shoulder stretch: 15 seconds each arm.
- Take three relaxed breaths and drink water.