Lesson 5 - Combining Dribbling, Passing and Receiving to Score Points
Foundation Feet Skills Through Progressive Team Play
•Year 2
•Ball Skills
•Start Planning Better PE Lessons
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How can we work together using our feet to keep possession of the ball and score points?
Learning Objectives
- Combine dribbling, passing and receiving using feet to maintain possession
- Pass accurately to teammates in designated scoring zones
- Apply ball control skills in game-like situations
Key Outcomes
- Students will demonstrate coordinated dribbling, passing and receiving sequences
- Students will make tactical decisions about when and where to pass
- Students will work cooperatively to achieve team goals
Equipment & Resources Required
Distributed around playing area perimeter
Alternative: Size 3 footballs preferred, tennis balls for smaller space
Used to mark out 3 scoring zones per group
Alternative: Bean bags, hoops, or markers
To distinguish teams and roles in activities
Alternative: Different coloured bands or armbands
Used as 'invisible defenders' in progression activities
Alternative: Cones, bean bags
Key Vocabulary
Moving the ball along the ground using small touches with the feet
Sending the ball accurately to a teammate
Controlling the ball when it comes from a teammate
Keeping the ball close and manageable
The person or area we are aiming to pass the ball to
Having control of the ball on our team
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control using feet
- Simple passing to stationary targets
- Understanding of personal space
Current Skills
- Combining dribbling with passing
- Passing to moving targets
- Working cooperatively in small groups
Next Steps
- Passing under pressure from active defenders
- Creating and using space effectively
- More complex game situations
Milestone Indicators
Key Teaching Points
- Non-kicking foot placement beside ball for accurate passing
- Inside of foot contact for controlled, accurate passes
- Head up awareness when dribbling to see teammates and obstacles
- Communication through calling teammate names before passing
- Celebration and cooperation when both players score points
- Strategic thinking when navigating around obstacles
- Gentle ball control keeping possession under pressure
Common Misconceptions
- Misconception: 'Only the person who passes scores' - Reality: Both passer and receiver score when ball is controlled
- Misconception: 'Harder passes are better' - Reality: Controlled, accurate passes are more effective than powerful ones
- Misconception: 'Defenders always win' - Reality: Good passing and teamwork can beat defensive pressure
- Misconception: 'You must pass immediately' - Reality: Sometimes keeping possession through dribbling is the better choice
- Misconception: 'Zone players just wait' - Reality: Zone players must be active and ready to receive
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structures, offer movement breaks and specific roles to maintain focus
dyspraxia
- Use larger balls for easier control, reduce complexity of movement combinations, allow extra practice time for skill development
autism spectrum
- Provide clear visual schedule of lesson structure, maintain consistent routines, offer quiet space if overwhelmed by group activity
visual impairment
- Use brightly coloured balls and larger markers, provide clear verbal descriptions of area layout, assign peer buddy for guidance
hearing impairment
- Use visual signals for instructions, demonstrate all activities clearly, ensure face-to-face communication during explanations
physical disability
- Modify passing distances according to ability, allow seated position for zone players if needed, adapt scoring system for wheelchair users
Cross-Curricular Links
Maths
Counting successful passes and calculating team scores, measuring distances between zones, understanding angles of passes
Science
Understanding forces in ball movement, friction between ball and surface, body systems during physical activity
Geography
Spatial awareness and direction, mapping movement patterns around obstacles, understanding positional relationships
PSHE
Teamwork and cooperation, honesty in scorekeeping, resilience when facing challenges, celebrating others' success
Teacher Guidance
Positioning
Move constantly around the perimeter to observe all groups, positioning at corners for maximum visibility
Observation Focus
Watch for ball control quality, passing accuracy, communication between students, and adherence to safety guidelines
Intervention Points
Step in when safety is compromised, when students are struggling with technique, or when group dynamics need support
Demonstration Notes
Use student examples whenever possible, demonstrate key techniques clearly and slowly, ensure all students can see demonstrations
Verbal Cues
- •'Look before you pass!'
- •'Call their name!'
- •'Soft touches on the ball!'
- •'Both players celebrate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for 30 students, with clear boundaries and adequate runoff areas
Surface Check
Flat, even surface free from holes, debris, or water. Suitable for quick direction changes.
Equipment Safety
Safety Checks
- •Footballs properly inflated and checked for damage
- •Cones/markers with no sharp edges or cracks
- •Bibs checked for tears that could cause injury
- •All equipment counted before and after use
Risk Management
Key Risks
- •Collisions between students during dribbling
- •Tripping over markers or boundaries
- •Ball strikes to face or body
- •Slips during direction changes
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between groups enforced
- •Heads up dribbling technique emphasised
- •Controlled passing speed encouraged
- •Regular safety reminders given
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Move around perimeter to maintain proximity
- •Focus attention on high-activity transition moments
- •Monitor individual students who may struggle with control
Emergency Procedures
Stop activity immediately with clear signal, assess injury severity, provide appropriate first aid, ensure other students safely occupied