Lesson 6 - Applying Team Possession Skills
Foundation Feet Skills Through Progressive Team Play
•Year 2
•Ball Skills
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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
One ball placed in centre of each group's area
Alternative: Size 3 footballs, tennis balls for smaller spaces
Scattered throughout playing area as 'invisible defenders'
Alternative: Bean bags, rope, chalk marks
One colour per group for easy identification
Alternative: Coloured bands, team tags
Key Vocabulary
Keeping control of the ball as a team
Passing the ball precisely to a teammate's feet
Controlling the ball when it comes to you from a teammate
Empty areas on the field where players can move
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
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