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Lesson 3 - Controlling Under Pressure

Ball Skills & Team Play

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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 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

Softballs

1 per 4 students (8 total for class of 30)

Distribute around the activity areas, one per group

Alternative: Bean bags or playground balls for students with coordination difficulties

Coloured Cones

22 cones

Used to mark circles, areas, and target zones

Alternative: Markers, bean bags, or spots

Coloured Bibs

8-10 bibs

For identifying defenders in 3v1 activities

Alternative: Different coloured tops or arm bands

Key Vocabulary

Control

Stopping and managing the ball so it stays close to your body

Dribbling

Moving with the ball using small touches to keep it close

Possession

When your team has control of the ball

Communication

Talking to teammates by calling their names when passing

Accuracy

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

Student can stop ball cleanly in designated area

Student calls teammate's name before passing 80% of the time

Student can complete 5+ consecutive passes with their team

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