Lesson 4 - Passing Techniques and Accuracy
Essential Skill Foundations
•Year 2
•Fundamental Movement Skills
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How can we use different passing techniques to send the ball exactly where our partner needs it?
Learning Objectives
- To develop accurate passing using different techniques (chest pass, bounce pass, shoulder pass)
- To understand when to use different types of passes in game situations
- To work safely and cooperatively within defined spaces
Key Outcomes
- Students will demonstrate at least two different passing techniques with increasing accuracy
- Students will explain when to use bounce passes versus chest passes
- Students will work safely in pairs and small groups within designated areas
Equipment & Resources Required
Distributed around perimeter for easy collection
Alternative: Size 3 footballs, netballs, or basketballs
Used for targets, boundaries, and game markers
Alternative: Markers, bean bags, or chalk marks
For 'Fill your House' game setup
Alternative: Chalk circles or rope circles
For countdown catching game
Alternative: Small soft balls or tennis balls
Key Vocabulary
A pass where the ball is pushed from the chest with both hands
A pass where the ball bounces once before reaching your partner
A one-handed pass from shoulder height for longer distances
Standing with feet shoulder-width apart, knees bent, hands ready to catch
Looking at your partner before passing to show you're ready
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous units
- Understanding of personal space and safe movement
- Basic throwing and catching with large balls
Current Skills
- Chest pass technique and application
- Bounce pass technique and timing
- Shoulder pass for longer distances
- Accurate passing under pressure
Next Steps
- Passing while moving and on the run
- Advanced passing in competitive game situations
- Introduction to team passing strategies
Milestone Indicators
Key Teaching Points
- Always establish eye contact before passing to ensure receiver readiness
- Emphasise accuracy over power - controlled passes are more effective than hard throws
- Teach the 2/3 rule for bounce passes - this ensures correct trajectory to partner's chest
- Promote step-and-push technique for chest passes to generate appropriate force
- Encourage problem-solving - when should we use different pass types?
- Build cooperation through partner challenges and team activities
- Use specific vocabulary consistently throughout lesson to build understanding
Common Misconceptions
- Harder throws are better - actually, accurate and catchable passes are more effective
- Bounce passes are just for fun - they're actually tactical choices for specific situations
- You need to be strong to pass well - technique and timing are much more important
- Only one type of pass works best - different situations require different passing solutions
- Passing is easy and doesn't need practice - accuracy under pressure takes lots of practice
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structure, use immediate positive feedback, allow movement breaks, give specific roles in team activities
dyspraxia
- Use larger, easier to handle equipment, provide additional practice time, break down complex movements into smaller steps, offer physical guidance for technique, celebrate effort over outcome
autism spectrum
- Provide clear visual schedule of lesson activities, establish consistent routines for equipment collection, create quiet space if overstimulation occurs, use social stories for team game expectations
visual impairment
- Use brightly coloured balls with good contrast, provide verbal descriptions of all demonstrations, use tactile guidance for hand positioning, ensure clear verbal communication before all passes
hearing impairment
- Use visual signals for activity changes, provide written instruction cards, ensure facing student when giving instructions, use hand signals for common commands like 'stop' and 'go'
physical disability
- Adapt passing to seated position if needed, use larger, lighter balls, reduce distances, allow rolling passes as alternative, ensure wheelchair accessible spaces
Cross-Curricular Links
English
Following multi-step instructions, using specific vocabulary (chest pass, bounce pass, shoulder pass), giving clear directions to partners
Maths
Counting catches in countdown game, measuring distances for passing, understanding fractions (2/3 point for bounce passes), spatial awareness and angles
Science
Forces and energy transfer in different pass types, friction effects on bounce passes, gravity and trajectory of thrown balls, body systems working during exercise
PSHE
Cooperation and teamwork during partner and group work, managing emotions during competitive games, perseverance when skills are challenging, celebrating others' success
Teacher Guidance
Positioning
Position centrally during demonstrations for all students to see, move around perimeter during practice for individual feedback, return to central position for safety monitoring during games
Observation Focus
Watch for correct hand position and release technique, monitor spacing and safety during movement, look for improvement in accuracy throughout lesson, note cooperation and communication between students
Intervention Points
Step in if passing becomes too forceful or wild, intervene if spacing becomes unsafe, provide additional support for students struggling with technique, mediate any conflicts during competitive games
Demonstration Notes
Always demonstrate with an accomplished student as partner, exaggerate key teaching points for visibility, repeat demonstrations as needed during practice, use students as positive examples when appropriate
Verbal Cues
- •'Thumbs behind the ball, fingers spread!'
- •'Step forward as you pass!'
- •'Eye contact first, then pass!'
- •'Aim for the 2/3 point on your bounce pass!'
- •'Ready position - give me ten!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground space, minimum 20m x 15m clear area
Surface Check
Dry, even surface free from obstacles, adequate grip for quick direction changes
Equipment Safety
Safety Checks
- •Check balls are properly inflated and free from damage
- •Ensure cones have no sharp edges or cracks
- •Bean bags should be securely sewn with no loose filling
- •Hoops should be checked for cracks that could cause cuts
Risk Management
Key Risks
- •Ball collisions during passing activities
- •Slips and falls during movement games
- •Collisions between students during active games
- •Eye injuries from hard or wildly thrown balls
Risk Mitigation
- •Clear spacing rules between pairs and groups
- •Emphasis on controlled, accurate passing rather than power
- •Progressive skill building from stationary to moving activities
- •Clear boundaries and safe zones for ball retrieval
- •Eye contact rule before passing to ensure readiness
Supervision & Emergency Procedures
Supervision Points
- •Position centrally during active games for maximum visibility
- •Monitor spacing between groups during competitive activities
- •Watch for students overexerting during fast-paced games
- •Ensure safe ball retrieval procedures are followed
Emergency Procedures
Stop activity immediately with clear signal, assess any injuries, provide appropriate first aid, ensure safe removal from activity space if needed