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Lesson 2 - Passing and Team Play

Ball Control & Team Tactics

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Year 2

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Invasion Games

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45 min

Big Question

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

Cones

Used for creating gates and marking boundaries throughout lesson

Alternative: Markers, spots, or small equipment to mark boundaries

Balls

15 (1 per pair)

Check inflation and condition before lesson starts

Alternative: Size 3 footballs, soft play balls for younger students

Coloured Cones

15 (for team identification)

Distribute at start of team activities to identify teammates

Alternative: Different coloured cones to hold, wristbands

Key Vocabulary

Passing

Sending the ball accurately to a teammate using your feet

Teammate

A player on your team who you work with to score points

Defender

A player from the other team who tries to stop you and take the ball

Space

An area with no other players where you can move or pass the ball

Intercept

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

Consistent use of inside of foot for passing

Looking before passing becomes automatic

Beginning to read defender positions

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