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Lesson 6 - Combining Skills to Score

Building Teamwork Through Ball Control and Possession

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Year 2

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Ball Skills

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45 min

Big Question

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

Balls

1 per 2 students (15)

Check balls are properly inflated and suitable for bouncing

Alternative: Large playground balls, netballs, or footballs

Dish Cones

20-30 cones

Use to mark scoring zones, boundaries, and invisible defenders

Alternative: Bean bags, spots, or chalk lines

Coloured Bibs

15 (2 colours)

Ensure clear team identification for game situations

Alternative: Coloured bands, sashes, or team markers

Goals

4-6 hoops

Place at appropriate height for Year 2 students

Alternative: Buckets, boxes, or marked areas on wall

Key Vocabulary

Chest pass

Passing the ball from chest level using both hands with thumbs behind the ball

Dribbling

Bouncing the ball continuously with one hand whilst moving

Receiving

Catching the ball with both hands ready to pass or dribble

Possession

When your team has control of the ball

Scoring zone

The designated area where points can be scored

Defender

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

Students can chain 3+ skills together smoothly

Students make correct pass/dribble decisions 70% of the time

Teams can maintain possession for 30+ seconds

Students demonstrate clear understanding of team roles

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