Lesson 6 - Combining Skills to Score
Building Teamwork Through Ball Control and Possession
•Year 2
•Ball Skills
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How can we combine dribbling, passing and receiving to keep possession and score a point as a team?
Learning Objectives
- Combine dribbling, passing and receiving skills to maintain possession
- Make tactical decisions about when to pass and when to dribble
- Work as a team to score points in scoring zones
Key Outcomes
- Students will demonstrate combined ball skills in game situations
- Students will make good decisions under pressure from defenders
- Students will work cooperatively to achieve team objectives
Equipment & Resources Required
Check balls are properly inflated and suitable for bouncing
Alternative: Large playground balls, netballs, or footballs
Use to mark scoring zones, boundaries, and invisible defenders
Alternative: Bean bags, spots, or chalk lines
Ensure clear team identification for game situations
Alternative: Coloured bands, sashes, or team markers
Place at appropriate height for Year 2 students
Alternative: Buckets, boxes, or marked areas on wall
Key Vocabulary
Passing the ball from chest level using both hands with thumbs behind the ball
Bouncing the ball continuously with one hand whilst moving
Catching the ball with both hands ready to pass or dribble
When your team has control of the ball
The designated area where points can be scored
The player trying to stop the attacking team from scoring
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic chest pass technique
- Stationary dribbling with control
- Receiving a ball with two hands
- Understanding of space and movement
Current Skills
- Combining dribbling and passing in sequence
- Decision-making under pressure
- Team cooperation to score points
- Moving with the ball away from defenders
Next Steps
- Advanced passing techniques (bounce pass, overhead pass)
- Complex team strategies and tactics
- Playing in larger teams with multiple defenders
- Understanding of different attacking formations
Milestone Indicators
Key Teaching Points
- Always emphasise the decision-making process over perfect technique
- Encourage communication between teammates throughout all activities
- Focus on keeping possession rather than rushing to score
- Reinforce that both passing and dribbling are valuable skills
- Celebrate good tactical decisions as much as successful skills
- Build confidence through progressive challenge and success
- Link all activities back to real game situations
Common Misconceptions
- That dribbling is always better than passing - teach situational awareness
- That faster always means better - emphasise control and accuracy
- That defenders should always tackle - teach positional defending
- That one person should control the ball all the time - promote teamwork
- That perfect technique is required before game play - integrate skills and tactics together
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent feedback and praise, use clear physical boundaries, allow movement breaks when needed
dyspraxia
- Use larger equipment for easier handling, reduce speed of activities, provide extra practice time, break down complex movements into smaller steps
autism spectrum
- Provide clear routine structure, visual schedules for lesson progression, quiet zones for breaks, consistent rules and expectations throughout
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of setup and rules, assign sighted partners for guidance, use audio cues for direction changes
hearing impairment
- Use clear visual demonstrations, employ hand signals for communication, provide written instruction cards, ensure face-to-face communication when giving instructions
physical disability
- Modify to seated position where appropriate, use larger and softer balls, reduce playing area size, allow support from teaching assistants or peers
Cross-Curricular Links
English
Communication during team activities, listening skills for instructions, vocabulary development through technical terms, following complex multi-step instructions
Maths
Counting passes accurately, measuring distances between players, understanding angles for passing, calculating team scores and statistics
Science
Understanding forces in passing (push and pull), friction between ball and surface, balance and momentum in movement, heart rate changes during exercise
Geography
Directional awareness and spatial positioning, mapping movement patterns, understanding of boundaries and territories in games
PSHE
Teamwork and cooperation skills, conflict resolution during games, building confidence through achievement, respect for others and fair play
Teacher Guidance
Positioning
Stand at corner of activity area for maximum visibility of all students and teams
Observation Focus
Watch for decision-making quality, skill technique, team cooperation, and safety compliance
Intervention Points
Step in when rules are unclear, safety concerns arise, or significant skill errors need correction
Demonstration Notes
Use exaggerated movements for clarity, demonstrate common mistakes as well as correct technique, involve students in demonstrations when appropriate
Verbal Cues
- •'Eyes up, fingertips!'
- •'Step and push!'
- •'Find the free player!'
- •'Work as a team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m area, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for bouncing balls and safe movement
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and suitable for age group
- •Ensure cones have no sharp edges or damage
- •Verify hoops and targets are secure and appropriate height
Risk Management
Key Risks
- •Ball collisions during passing activities
- •Slips and falls during direction changes
- •Contact between students during defensive activities
- •Equipment-related trips and falls
Risk Mitigation
- •Establish clear boundaries and movement rules
- •Ensure adequate spacing between students and teams
- •Teach controlled, safe defensive positioning
- •Regular equipment checks and safe storage
- •Progressive skill building to match ability levels
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor contact levels during defensive activities
- •Watch for fatigue and adjust intensity accordingly
- •Ensure clear communication of safety rules
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if required