Lesson 2 - Passing and Receiving with Control
Building Teamwork Through Ball Control and Possession
•Year 2
•Ball Skills
•Start Planning Better PE Lessons
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How can we work as a team to keep possession of the ball using accurate passing and receiving?
Learning Objectives
- To develop chest pass technique with stepping and pushing motion
- To understand the importance of accurate passing for keeping possession
- To improve receiving skills by creating a target and being ready
Key Outcomes
- Students will demonstrate improved chest pass technique
- Students will show understanding of how accurate passing helps keep possession
- Students will work cooperatively to complete passing sequences
Equipment & Resources Required
Pre-positioned around activity area perimeter for quick collection
Alternative: Large playground balls, rugby balls, or size 3 footballs
Spread randomly across activity area, approximately 3-4 metres apart
Alternative: Bean bags, hoops, or painted spots on playground
Set up gates 2 metres wide, scattered throughout area
Alternative: Tall cones, plastic bottles, or chalk lines
Use contrasting colour to markers, positioned as obstacles
Alternative: Different shaped objects, coloured bean bags, or chalk X marks
Key Vocabulary
Passing the ball by pushing it from chest level with both hands
When your team has control of the ball
The person or area you aim for when passing
An empty area where there are no other players
Passing the ball exactly where you want it to go
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and control with hands
- Simple rolling and bouncing skills
- Understanding of personal space and movement
Current Skills
- Chest pass technique with correct body position
- Accurate passing to maintain possession
- Reading the game to find space for passing
- Cooperative teamwork in game situations
Next Steps
- Passing under pressure from active defenders
- More complex passing patterns and sequences
- Transition from attack to defence scenarios
- Introduction of catching and throwing variations
Milestone Indicators
Key Teaching Points
- Chest pass technique: ball at chest, step forward, push with both hands, thumbs down
- Accuracy over power - gentle passes reach target better than hard throws
- Look before passing - check your target is ready and path is clear
- Move after passing - find new space to help your team keep possession
- Be ready to receive - create a target with your hands at chest level
- Support your teammates - encourage good passes and help with mistakes
- Game understanding - keeping possession means keeping the ball with your team
Common Misconceptions
- Thinking harder passes are better - emphasise control and accuracy over power
- Not understanding why stepping helps - explain it gives direction and gentle power
- Believing you must catch every pass - teach when to let difficult passes go safely
- Confusion between different types of passes - focus on chest pass as foundation skill
- Not recognising the importance of the receiver's role - emphasise partnership in passing
- Thinking games are just about winning - highlight skill development and teamwork
- Assuming all passes must be the same distance - show adaptation to different situations
SEN Adaptations
ADHD
- Shorter activity bursts, regular movement breaks, clear visual boundaries, immediate positive feedback for focus
dyspraxia
- Larger equipment, simplified movement patterns, extra practice time, break skills into smaller steps, physical guidance when needed
autism spectrum
- Clear routine structure, visual schedule of activities, quiet break space available, consistent language and instructions
visual impairment
- Use brightly coloured balls, provide verbal descriptions of demonstrations, assign sighted buddy for guidance, use audio cues for passing timing
hearing impairment
- Clear visual demonstrations, written instructions on cards, use hand signals for game communication, position near teacher for lip reading
physical disability
- Seated versions using wheelchair or chair, modified equipment like larger lighter balls, adapted distances, peer support for movement
Cross-Curricular Links
Maths
Counting successful passes, measuring distances between markers, angles for passing direction, basic statistics of team performance
Science
Forces and motion in ball flight, friction between ball and hands, body mechanics during stepping action
Geography
Spatial awareness, directions and positioning, mapping movement patterns around activity area
PSHE
Teamwork and cooperation, managing emotions during challenges, celebrating others' success, resilience when facing difficulties
Teacher Guidance
Positioning
Move continuously around area to observe all students, position at corners for optimal visibility during games
Observation Focus
Watch for correct chest pass technique, note students struggling with accuracy, monitor team dynamics and cooperation
Intervention Points
Step in when technique breaks down significantly, support students showing frustration, facilitate positive team interactions
Demonstration Notes
Always demonstrate chest pass technique from side view and front view, exaggerate stepping action for visibility, use students as positive examples during activities
Verbal Cues
- •'Step and push!' for chest pass reminder
- •'Find space!' when students cluster together
- •'Help your teammate!' to encourage cooperation
- •'Look first!' before passing in games
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m, clear of obstacles, marked boundaries visible
Surface Check
Dry, even surface free from hazards, adequate grip for movement and stopping
Equipment Safety
Safety Checks
- •Balls appropriate size and weight for Year 2 students
- •Cones have no sharp edges or cracks
- •Equipment positioned safely away from activity boundaries
Risk Management
Key Risks
- •Ball impacts to face or body
- •Collisions between students during movement
- •Slips and falls during passing activities
- •Overexertion during continuous activity
Risk Mitigation
- •Clear instruction on gentle passing - no hard throws
- •Adequate spacing between pairs and teams during activities
- •Progressive skill building from static to dynamic activities
- •Emphasis on controlled movement rather than speed
- •Regular breaks and hydration opportunities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during games
- •Monitor high-activity areas where multiple teams are playing
- •Watch for signs of fatigue or frustration in students
- •Ensure safety rules are consistently followed
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school first aider if needed