Lesson 2 - Passing and Team Play
Ball Control & Team Tactics
•Year 2
•Invasion Games
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How can we work together as a team to keep possession of the ball?
Learning Objectives
- To develop passing to a teammate with your feet
- To understand who to pass to and why when playing against a defender
- To improve communication and decision-making in game situations
Key Outcomes
- Students will demonstrate controlled passing using the inside of the foot
- Students will make appropriate decisions about who to pass to when under pressure
- Students will communicate effectively with teammates during game situations
Equipment & Resources Required
Used for creating gates and marking boundaries throughout lesson
Alternative: Markers, spots, or small equipment to mark boundaries
Check inflation and condition before lesson starts
Alternative: Size 3 footballs, soft play balls for younger students
Distribute at start of team activities to identify teammates
Alternative: Different coloured cones to hold, wristbands
Key Vocabulary
Sending the ball accurately to a teammate using your feet
A player on your team who you work with to score points
A player from the other team who tries to stop you and take the ball
An area with no other players where you can move or pass the ball
When a defender catches or takes the ball that was meant for your teammate
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with feet
- Understanding of personal space
- Simple sending and receiving skills
Current Skills
- Accurate passing with inside of foot
- Decision-making under pressure
- Team communication and cooperation
Next Steps
- Passing while moving
- Creating space through movement
- Understanding attacking and defending roles
Milestone Indicators
Key Teaching Points
- Always use inside of foot for accurate passing - emphasise the flat surface
- Standing foot should be placed beside the ball, not behind it
- Look at your target before passing, make eye contact with teammate
- Pass away from defenders to the furthest available teammate
- Communication between teammates is essential for successful team play
- Control and accuracy are more important than power in passing
- Ready position helps teammates know when you're available to receive
Common Misconceptions
- Students think power is more important than accuracy - emphasise control
- Believing you should pass to the nearest teammate - teach passing away from pressure
- Thinking the toe is best for passing - consistently reinforce inside of foot
- Assuming teammates are always ready - teach importance of checking readiness
- Focusing only on individual success rather than team success
SEN Adaptations
ADHD
- Build in regular movement breaks, clear activity boundaries, frequent positive reinforcement, shorter activity segments
dyspraxia
- Use larger equipment, reduce complexity of movements, extra practice time, break down skills into smaller steps
autism spectrum
- Provide clear routine structure, visual schedule of activities, quiet zones available if needed, consistent partner arrangements
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for guidance
hearing impairment
- Use visual signals and gestures, position for clear line of sight, demonstrate all instructions
physical disability
- Allow seated passing, use larger lighter balls, modify distances according to ability, provide alternative roles
Cross-Curricular Links
Maths
Counting successful passes, measuring distances for gates, timing activities in minutes and seconds
Science
Understanding how exercise affects heart rate and breathing, forces involved in ball movement
Geography
Using directional language (left, right, forwards, backwards), understanding space and positioning
PSHE
Teamwork and cooperation, taking turns, being supportive of others' efforts, managing emotions during competitive activities
Teacher Guidance
Positioning
Stand where you can see all students, move between groups during activities, join circle for discussions
Observation Focus
Watch for correct passing technique, appropriate decision-making, positive communication between students
Intervention Points
Step in if students are struggling with technique, if safety concerns arise, or if groups need tactical guidance
Demonstration Notes
Use slow motion for technique demonstrations, involve students in tactical demonstrations, provide positive examples during activities
Verbal Cues
- •'Standing foot beside the ball!'
- •'Look before you pass!'
- •'Inside of foot for accuracy!'
- •'Pass to the furthest teammate!'
- •'Is your partner ready?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 20m outdoor space or large indoor hall, clear of obstacles
Surface Check
Even surface free from holes, wet patches, or debris that could cause slips
Equipment Safety
Safety Checks
- •Check balls are not over-inflated to prevent injury from hard impacts
- •Ensure cones have no sharp edges or cracks
- •Store equipment safely around perimeter when not in use
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Trips over balls or cones
- •Ball impacts to face or body
- •Overexertion during continuous activity
Risk Mitigation
- •Clear boundaries established with cones
- •Adequate spacing between pairs and groups maintained
- •Gentle passing emphasised over power
- •Regular breaks and hydration opportunities
- •Progressive building from simple to complex activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Move between activities to provide close supervision
- •Monitor for signs of fatigue or overexertion
- •Ensure safe equipment handling at all times
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, contact school office if needed