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Lesson 6 - Applying Team Possession Skills

Foundation Feet Skills Through Progressive Team Play

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Year 2

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Ball Skills

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45 min

Big Question

How can we work as a team to keep possession of the ball and score points?

Learning Objectives

Apply knowledge and understanding of dribbling, passing and receiving to maintain team possession
Demonstrate accurate passing and receiving skills under pressure
Work cooperatively as a team to achieve tactical objectives

Key Outcomes

Students will successfully apply dribbling, passing and receiving skills in game situations
Students will understand the importance of accurate passing and teamwork
Students will demonstrate improved decision-making when under pressure

Equipment & Resources Required

Softballs

1 per group of 6 (5 balls total)

One ball placed in centre of each group's area

Alternative: Size 3 footballs, tennis balls for smaller spaces

Cones

20-30 marker cones

Scattered throughout playing area as 'invisible defenders'

Alternative: Bean bags, rope, chalk marks

Bibs

6 different coloured sets

One colour per group for easy identification

Alternative: Coloured bands, team tags

Key Vocabulary

Possession

Keeping control of the ball as a team

Accurate passing

Passing the ball precisely to a teammate's feet

Receiving

Controlling the ball when it comes to you from a teammate

Space

Empty areas on the field where players can move

Teamwork

Working together to achieve a common goal

Skill Progression Pathway

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

Prior Learning

Basic ball control with feet
Simple passing using inside of foot
Understanding of space and movement

Current Skills

Applying skills under pressure
Team possession play
Tactical decision making

Next Steps

Advanced passing techniques
Small-sided games with opposition
Creating scoring opportunities

Milestone Indicators

Maintaining possession for 5+ consecutive passes

Making appropriate pass/dribble decisions

Effective team communication

Key Teaching Points

Emphasise teamwork and communication throughout all activities
Focus on accuracy and control rather than power in all passing
Encourage scanning and awareness before making decisions
Build confidence through progressive challenge levels
Celebrate effort and improvement as well as success
Model positive sporting behaviour at all times
Connect skills to real-game situations and broader life skills

Common Misconceptions

Misconception: 'I need to run with the ball all the time' - Teach when passing is more effective than dribbling
Misconception: 'Hard passes are better' - Demonstrate why accurate, controlled passes maintain possession
Misconception: 'Only the best players should get the ball' - Show how involving all team members makes teams stronger
Misconception: 'Defenders should always tackle' - Explain how pressure and positioning can be more effective
Misconception: 'Making mistakes means you're not good' - Emphasise that mistakes are part of learning

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer movement breaks as needed

dyspraxia

Use larger equipment, reduce complexity of movements initially, provide extra practice time and patience

autism spectrum

Provide clear structure and routine, offer quiet space if needed, use visual schedules for activity sequence

visual impairment

Use brightly coloured balls, provide clear verbal descriptions of play areas, assign sighted partner for support

hearing impairment

Use clear visual demonstrations, simple hand signals for key instructions, written rule cards available

physical disability

Adapt to seated position if needed, use larger balls for easier control, modify distances and expectations

Cross-Curricular Links

English

Following instructions, communication during games, vocabulary development for sporting terms

Maths

Counting consecutive passes, calculating team scores, understanding angles for passing

Science

Forces and motion in ball movement, energy transfer during passing, heart rate changes during activity

Geography

Spatial awareness and positioning, understanding directions and movement patterns

PSHE

Teamwork and cooperation, communication skills, resilience when facing challenges, celebrating others' success

Teacher Guidance

Positioning

Position centrally to observe all groups, move between groups during activities to provide close support and feedback

Observation Focus

Watch for technical skill development, tactical understanding, communication quality, and positive team interactions

Intervention Points

Step in if defensive play becomes too physical, if students show frustration, or if safety standards drop

Demonstration Notes

Use clear, exaggerated movements to show techniques, involve students in demonstrations when possible, always model positive sporting behaviour

Verbal Cues

•'Heads up, scan for space!'
•'Pass to feet, not to space!'
•'Communicate with your team!'
•'Great decision-making!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 30m x 20m for 6 groups

Surface Check

Non-slip, even surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check balls are correctly inflated and not over-pressured
•Ensure cones are visible and stable, not creating trip hazards
•Verify bibs are in good condition with no sharp edges

Risk Management

Key Risks

•Collisions between students during active games
•Trips or falls over cones during play
•Ball impacts from enthusiastic passing

Risk Mitigation

•Clear boundaries established for each group area
•Adequate spacing between groups to prevent interference
•Emphasis on control rather than power in all activities
•Progressive build-up from low to higher pressure situations
•Clear rules about no contact defensive play

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Move between groups to provide close supervision during competitive games
•Monitor for signs of fatigue or frustration affecting safety

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students are supervised safely