Lesson 2 - Moving into Space
Tactics & Ball Control
•Year 2
•Invasion Games
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create and use space effectively to help our team succeed?
Learning Objectives
- To send and receive moving into space after passing a ball
- To play with a variety of balls and adapt movement accordingly
- To move into space in game situations to support teammates
Key Outcomes
- Students will demonstrate moving to space after passing the ball
- Students will show awareness of space and timing when receiving passes
- Students will play cooperatively in small-sided games using various equipment
Equipment & Resources Required
Distribute to groups at start of lesson
Alternative: Bean bags, foam balls, playground balls
Keep ready for equipment variation activity
Alternative: Tennis balls, foam balls
Available for progression and extension work
Alternative: Playground balls, volleyballs
For advanced groups and ball variety challenges
Alternative: Oval foam balls, American footballs
Organise by team colours before lesson
Alternative: Coloured bands, team markers
Mark court boundaries, goals, and channels
Alternative: Markers, spots
Set up at each end of courts
Alternative: Cones as goalposts, marked areas on wall
Key Vocabulary
An empty area on the court where no other players are standing
Shouting your name or 'here' to let teammates know you're ready to receive the ball
A marked area on the side of the court where only one player can be at a time
Taking steps to find a new position immediately after giving the ball to a teammate
Successfully catching or collecting the ball when it's passed to you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of personal space
- Simple passing in stationary positions
Current Skills
- Moving after passing the ball
- Calling for the ball appropriately
- Playing in structured small-sided games
- Adapting to different equipment
Next Steps
- Creating space through more complex movement patterns
- Defending space and marking opponents
- Advanced ball handling under pressure
Milestone Indicators
Key Teaching Points
- Always move to a new space after passing the ball - never stand still
- Call clearly for the ball when you know you're next in the sequence
- Use the whole space available to you - don't bunch together as a team
- Adapt your technique when using different types of balls and equipment
- Work as a team by communicating and helping each other succeed
- Focus on controlled, accurate passing rather than throwing with maximum power
- Remember the basic rules: no running with the ball, pass to keep possession
Common Misconceptions
- Students think standing still after passing is acceptable - correct by emphasising immediate movement
- Students believe calling for the ball means shouting loudly - teach appropriate volume and clear communication
- Students think bigger/faster is always better - demonstrate how control and accuracy are more important
- Students assume all balls should be thrown the same way - show how equipment requires technical adaptation
- Students believe individual success matters most - reinforce that team success depends on everyone contributing
SEN Adaptations
ADHD
- Use shorter activity bursts with clear transitions, provide specific roles and responsibilities, offer movement breaks, use visual and verbal cues together
dyspraxia
- Break skills into smaller steps, allow extra practice time, use larger equipment initially, provide physical guidance for movements, celebrate effort over outcome
autism spectrum
- Provide clear visual schedule of lesson activities, allow processing time for equipment changes, create quiet zone if needed, maintain consistent routines and expectations
visual impairment
- Use brightly coloured balls and bibs, provide verbal descriptions of court layout, use sound cues for ball location, buddy system for guidance
hearing impairment
- Use clear visual demonstrations and hand signals, ensure student can see teacher's face when speaking, provide written instructions on cards, use visual goals markers
physical disability
- Adapt to seated play where appropriate, use larger lighter balls for easier handling, modify court size and goals, allow alternative passing methods
Cross-Curricular Links
Maths
Counting goals scored, measuring distances for court setup, recognising patterns in number sequences during warm-up
Science
Understanding forces in ball throwing, observing effects of different ball shapes on movement, discussing energy transfer in passing
Geography
Using directional language (forward, backward, left, right), spatial awareness and positioning, mapping movement around court areas
PSHE
Teamwork and cooperation, managing emotions during challenging activities, celebrating others' achievements, problem-solving together
Teacher Guidance
Positioning
Move constantly between games, position at corners for maximum court visibility
Observation Focus
Watch for space utilization, movement after passing, team communication, adaptation to equipment
Intervention Points
Step in when students forget movement principles, when play becomes too static, if safety concerns arise
Demonstration Notes
Always demonstrate at student eye level, use exaggerated movements for clarity, involve students in demonstrations when possible
Verbal Cues
- •'Move after you pass!'
- •'Find the space!'
- •'Call for the ball!'
- •'Work together as a team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor space minimum 30m x 20m for multiple courts
Surface Check
Level surface free from wet patches, debris, or trip hazards
Equipment Safety
Safety Checks
- •All balls checked for proper inflation and no damage
- •Cones placed securely with no sharp edges exposed
- •Goals stable and appropriate height for age group
- •Bibs clean and appropriate size for students
Risk Management
Key Risks
- •Collisions between students during game play
- •Balls thrown too hard causing impact injuries
- •Slips during quick directional changes
- •Frustration leading to unsafe play with unfamiliar equipment
Risk Mitigation
- •Clear court boundaries established with adequate buffer zones
- •Emphasise controlled passing rather than maximum power
- •Progression from rolling to throwing only when ready
- •Positive encouragement during equipment adaptation phases
- •Regular reminders about spatial awareness and safety
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple courts simultaneously
- •Move actively between games to monitor play intensity
- •Pay special attention during equipment transitions
- •Watch for signs of fatigue affecting safety awareness
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact school emergency procedures if required