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Lesson 3 - Passing to a Teammate

Foundational Skills & Challenges

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Year 3

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Football

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45 min

Big Question

How can we use accurate passing to help our team keep possession and create scoring opportunities?

Learning Objectives

To develop passing accuracy to a stationary target
To apply the four 'S's technique consistently
To understand how passing helps maintain team possession

Key Outcomes

Students will demonstrate improved passing accuracy using inside-foot technique
Students will apply tactical awareness when selecting passing targets
Students will communicate effectively with teammates during game situations

Equipment & Resources Required

Softballs

15 (1 per 2 students)

Distribute around playing area perimeter

Alternative: Size 3 footballs, tennis balls for control practice

Cones

Use for goals, boundaries and target practice

Alternative: Markers, spots, plastic bottles

Bibs

8 (for 3v1 games)

Distinguish defenders from attackers

Alternative: Different coloured t-shirts

Key Vocabulary

Inside-foot pass

Using the inner side of your foot to pass the ball accurately

Four 'S's

Stop, Step, See, Send - the sequence for effective passing

Possession

When your team has control of the ball

Target

The person or area you are aiming to pass the ball to

Communication

Talking to teammates to help them know when you want the ball

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 and movement
Simple kicking technique

Current Skills

Inside-foot passing technique
Four 'S's passing sequence
Tactical awareness in possession games

Next Steps

Passing on the move
Weighted passing over longer distances
Advanced tactical positioning

Milestone Indicators

Consistent inside-foot contact

Ball reaches intended target 7/10 times

Demonstrates look-up behaviour before passing

Key Teaching Points

Always demonstrate the four 'S's sequence slowly before activities
Emphasise quality over speed throughout all challenges
Ensure students check partner is ready before passing
Use inside-foot contact for accuracy and control
Encourage communication by name-calling for passes
Adapt challenges based on individual student success
Link technique to game application consistently

Common Misconceptions

Using toe instead of inside-foot - show flat surface contact
Not looking up before passing - demonstrate head-up behaviour
Rushing through technique - emphasise quality over quantity
Silent play - explain communication importance
Defending too aggressively - teach interception focus

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, regular position changes, positive feedback

dyspraxia

Larger balls, slower demonstrations, extra practice time, simplified instructions

autism spectrum

Clear structure with four 'S's routine, quiet zones available, visual sequence cards

visual impairment

Use bright coloured balls, clear verbal instructions, buddy system for positioning

hearing impairment

Visual demonstrations, hand signals for four 'S's, written instruction cards

physical disability

Seated passing practice, larger balls, adapted distances, peer support

Cross-Curricular Links

English

Communication skills, following instructions, descriptive language for technique

Maths

Counting passes, measuring distances between cones, calculating success rates

Science

Forces and motion in ball movement, balance and coordination

PSHE

Teamwork, resilience when mistakes happen, encouraging others

Teacher Guidance

Positioning

Move around perimeter to observe all groups, position centrally for demonstrations

Observation Focus

Watch for correct inside-foot contact, four 'S's sequence, and communication

Intervention Points

Step in when students struggling with technique or when games become too competitive

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Use student helpers to show correct technique

Verbal Cues

•'Inside of foot!'
•'Look up before you pass!'
•'Call their name!'
•'Four 'S's - Stop, Step, See, Send!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for full class activities

Surface Check

Dry, even grass or artificial surface free from hazards

Equipment Safety

Safety Checks

•Footballs appropriately inflated and size 3 for Year 3
•Cones stable and visible
•Regular equipment checks for damage

Risk Management

Key Risks

•Ball strikes to head or body
•Collisions during movement
•Slips on wet surfaces

Risk Mitigation

•Clear boundaries and spacing established
•Controlled passing power appropriate for age
•No heading activities included
•Progressive skill building from static to dynamic

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor 3v1 games for appropriate defending
•Watch for fatigue and adjust accordingly

Emergency Procedures

Stop activity immediately, assess injury, appropriate first aid and support