Lesson 3 - Passing to a Teammate
Foundational Skills & Challenges
•Year 3
•Football
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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
Distribute around playing area perimeter
Alternative: Size 3 footballs, tennis balls for control practice
Use for goals, boundaries and target practice
Alternative: Markers, spots, plastic bottles
Distinguish defenders from attackers
Alternative: Different coloured t-shirts
Key Vocabulary
Using the inner side of your foot to pass the ball accurately
Stop, Step, See, Send - the sequence for effective passing
When your team has control of the ball
The person or area you are aiming to pass the ball to
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
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