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Lesson 2 - Passing and Space Awareness

Team Challenges & Skills

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Year 1

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Invasion Games

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45 min

Big Question

How can we help our team keep the ball and score by making smart passes?

Learning Objectives

To develop passing to a teammate with your feet using the inside of the foot
To understand who to pass to and why when playing against a defender
To demonstrate spatial awareness and movement into space to support teammates

Key Outcomes

Students will be able to pass a ball to a teammate using their feet with increasing accuracy
Students will identify the best teammate to pass to when under pressure from a defender
Students will demonstrate understanding of space and positioning in invasion games

Equipment & Resources Required

Cones

Distributed around activity area perimeter and for gates

Alternative: Markers, bean bags, or small objects to mark boundaries

Balls

15 (size 3 footballs preferred)

One ball per pair, extras available for replacement

Alternative: Foam balls, tennis balls for students who need easier ball control

Key Vocabulary

Pass

To send the ball to a teammate using your feet

Space

An area on the field that is free from other players

Defender

A player trying to stop the other team from scoring

Attacker

A player trying to score for their team

Intercept

To catch or gain the ball when the other team is passing

Control

To stop and manage the ball when it comes to you

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball control with feet from previous lessons
Understanding of personal space and movement
Simple tagging and chasing games experience

Current Skills

Accurate passing using inside of foot
Receiving and controlling a moving ball
Making decisions about who to pass to
Understanding role of defenders and attackers

Next Steps

Passing whilst moving and under pressure
Creating space through coordinated team movement
Understanding basic tactics in small-sided games

Milestone Indicators

Students can pass accurately over 4 metres consistently

Students look up before passing to identify teammate positions

Students can explain why they chose a particular teammate to pass to

Key Teaching Points

Use inside of foot for accurate passing, never the toe
Non-kicking foot placed beside the ball for balance and accuracy
Look at your target before passing to ensure teammate is ready
Pass to the teammate furthest away from any defenders
Communicate with your partner by calling their name or the target you're aiming for
Receive the ball with a soft first touch using the sole of your foot
Work as a team and encourage each other throughout all activities

Common Misconceptions

Students think kicking harder makes passes more accurate - emphasise technique over power
Students believe they should pass to the nearest teammate - teach tactical awareness of defender positions
Students assume they can't move when receiving - encourage movement to create space
Students think defenders are 'bad' - explain defenders have an important role in games
Students believe they must always pass immediately - teach importance of looking first

SEN Adaptations

ADHD

Shorter activity bursts with regular changes, clear boundaries and rules, positive behaviour reinforcement

dyspraxia

Larger balls for easier handling, reduced complexity in multi-step activities, extra practice time for skill development

autism spectrum

Clear structure with visual schedule, quiet zones available for breaks, consistent routines and expectations

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of spatial arrangements, buddy system for navigation

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written activity cards with pictures

physical disability

Seated passing versions available, modified distances and targets, adaptive equipment as needed

Cross-Curricular Links

Science

Forces and motion when kicking balls, understanding heart rate changes during exercise, friction between ball and surface

Geography

Spatial awareness and positioning, understanding directions and navigation around playing area

PSHE

Teamwork and cooperation, resilience when activities become challenging, communication and leadership skills

Teacher Guidance

Positioning

Stand at corner of activity area for maximum visibility, move between groups during practice phases

Observation Focus

Watch for correct passing technique, tactical decision-making, and positive social interactions

Intervention Points

Step in to provide additional coaching if technique is unsafe, redirect negative competitive behaviour, support students who are struggling

Demonstration Notes

Use student volunteers whenever possible to model correct technique, exaggerate key teaching points for visual clarity, always demonstrate both correct and incorrect examples for comparison

Verbal Cues

•'Inside of foot, not your toe!'
•'Look first, then pass!'
•'Find the space away from the defender!'
•'Great teamwork, keep talking to each other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area, preferably larger for multiple group activities

Surface Check

Ensure playing surface is even, dry, and free from stones, holes, or debris

Equipment Safety

Safety Checks

•Check all balls are properly inflated and free from damage
•Ensure cones are stable and have no sharp or broken edges
•Confirm adequate space between activity areas to prevent collisions

Risk Management

Key Risks

•Collisions between students during movement activities
•Balls hitting students in face during passing practice
•Trips or falls when moving backwards to receive passes
•Overexertion during competitive elements

Risk Mitigation

•Clear boundaries established and explained before activities begin
•Adequate spacing maintained between pairs and groups
•Progressive skill building from static to dynamic activities
•Regular breaks and hydration opportunities provided

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Move actively between groups during independent practice
•Monitor students for signs of fatigue or frustration
•Ensure competitive elements remain positive and inclusive

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, contact office if medical attention needed