Lesson 3 - Controlling Under Pressure
Ball Skills & Team Play
•Year 2
•Invasion Games
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How can we work together to keep possession of the ball when under pressure?
Learning Objectives
- To develop ball control skills while dribbling and receiving
- To improve passing accuracy and communication in team situations
- To understand basic tactics for maintaining possession under pressure
Key Outcomes
- Students will demonstrate improved ball control using their foot to stop the ball
- Students will call out teammates' names when passing to improve team communication
- Students will apply passing and receiving skills in small-sided game situations
Equipment & Resources Required
Distribute around the activity areas, one per group
Alternative: Bean bags or playground balls for students with coordination difficulties
Used to mark circles, areas, and target zones
Alternative: Markers, bean bags, or spots
For identifying defenders in 3v1 activities
Alternative: Different coloured tops or arm bands
Key Vocabulary
Stopping and managing the ball so it stays close to your body
Moving with the ball using small touches to keep it close
When your team has control of the ball
Talking to teammates by calling their names when passing
Passing the ball directly to your teammate so they can control it easily
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic passing with inside of foot from Year 2 Unit 1 Lesson 2
- Stopping and controlling a rolling ball
- Understanding of working in small groups
Current Skills
- Ball control while dribbling
- Passing accuracy over varying distances
- Communication during team activities
- Basic possession skills under light pressure
Next Steps
- Maintaining possession against active defenders
- Creating space to receive passes
- Using different surfaces of the foot for control
Milestone Indicators
Key Teaching Points
- Ball control requires stopping the ball completely - foot on top shows definitive control
- Communication through name calling must happen BEFORE passing the ball
- Inside of foot provides most accuracy for passing to teammates
- Possession means working together as a team to keep the ball away from opponents
- Movement and positioning help create better passing opportunities
- Controlled dribbling is more effective than running fast with the ball
- Encouragement and support help the whole team improve together
Common Misconceptions
- Students think passing hard equals passing well - emphasise accuracy over power
- Belief that dribbling fast is always better - teach controlled movement for better outcomes
- Thinking that ball control means just touching the ball - stress complete stopping and stability
- Assumption that only the person with the ball needs to communicate - teach all players to call for passes
- Misconception that defenders should always win the ball - explain defender's role is to challenge appropriately
SEN Adaptations
ADHD
- Keep activities short and varied, provide clear boundaries and rules, use positive reinforcement frequently, allow movement breaks
dyspraxia
- Use larger, softer balls, reduce complexity of movements, provide additional practice time, break skills into smaller steps
autism spectrum
- Provide clear structure and routine, use visual cards showing activity sequences, allow breaks if overwhelmed by group situations
visual impairment
- Use brightly coloured balls and high-contrast cones, provide verbal descriptions of activities, pair with sighted buddy for guidance
hearing impairment
- Use visual signals and hand gestures, demonstrate all instructions clearly, ensure student can see teacher's face when speaking
physical disability
- Modify activities for wheelchair users - use hands instead of feet, larger target areas, seated passing games
Cross-Curricular Links
Maths
Counting consecutive passes before defender wins ball, measuring distances between cones, understanding of geometric shapes in area boundaries
Science
Forces and motion when passing ball, understanding friction between ball and different surfaces, heart rate changes during exercise
Geography
Directional language when describing passing routes, understanding of space and area in game situations
PSHE
Teamwork and cooperation, managing emotions during competitive situations, celebrating others' achievements and supporting struggling peers
Teacher Guidance
Positioning
Stand at corner of area where all groups are visible, move between groups during practice phases
Observation Focus
Watch for accurate passing technique, consistent name calling, and positive team interactions
Intervention Points
Step in if defenders become too physical, if students show frustration, or if safety concerns arise
Demonstration Notes
Always demonstrate skills slowly first, then at normal speed. Use students as examples when they show good technique. Exaggerate key points like foot position and name calling.
Verbal Cues
- •'Call their name first!'
- •'Use the inside of your foot!'
- •'Keep the ball close when dribbling!'
- •'Well done for helping your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area, ideally on grass or sports hall surface with adequate run-off zones
Surface Check
Flat, even surface free from holes, debris, or wet patches that could cause slips
Equipment Safety
Safety Checks
- •Check footballs are correctly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify bibs are clean and appropriate size
Risk Management
Key Risks
- •Ball-to-face contact during passing activities
- •Collisions between students when following passes
- •Trips or falls when changing direction during dribbling
- •Overexertion in warm weather conditions
Risk Mitigation
- •Clear boundaries established with adequate spacing between groups
- •Emphasis on controlled passing - power not required
- •Progressive skill building from walking to jogging pace
- •Regular water breaks and monitoring for signs of fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position where all groups are visible simultaneously
- •Move between groups during activities to provide close supervision
- •Pay particular attention during 3v1 games to prevent over-aggressive play
Emergency Procedures
Stop, assess, appropriate first aid/support. Know location of nearest first aid kit and emergency contact procedures