Lesson 6 - Cushioning and Team Communication
Foundations of Ball Mastery and Team Play
•Year 3
•Football
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How can we work together as a team to control the ball and create scoring opportunities?
Learning Objectives
- Use short passes and cushioning techniques to build an attack effectively
- Determine when to run into space to receive the ball from teammates
- Suggest constructive ways to improve team skills and gameplay
Key Outcomes
- Students will demonstrate controlled cushioning technique when receiving passes
- Students will show tactical awareness by moving into space to support teammates
- Students will communicate effectively to help teammates improve their performance
Equipment & Resources Required
Distributed around activity areas
Alternative: Size 3 footballs for better control, tennis balls for initial practice
Ready for quick team identification
Alternative: Different coloured t-shirts, pinnies
For marking pitch boundaries and scoring areas
Alternative: Markers, spots, or other boundary markers
1m wide scoring areas at each end of pitches
Alternative: Cones, small goals, or painted lines
Key Vocabulary
Drawing the foot back slightly when receiving the ball to absorb its pace and maintain control
The initial contact with the ball when receiving a pass
Areas on the pitch with no opposition players where you can receive the ball safely
Moving to help a teammate by providing a passing option
Talking to teammates to help coordinate team play
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control using inside of foot
- Simple passing over short distances
- Understanding of space and movement
Current Skills
- Cushioning technique to control incoming passes
- Communication skills for team coordination
- Tactical awareness of when to move into space
Next Steps
- Advanced passing combinations
- Defensive positioning and pressure
- Game management and leadership skills
Milestone Indicators
Key Teaching Points
- Cushioning requires soft first touch with foot drawing back to absorb ball's pace
- Communication must be clear, early and supportive to help teammates succeed
- Movement into space should be purposeful and visible to the player with the ball
- Ball control is more important than speed - focus on quality first touch
- Teamwork improves when players support each other with positive communication
- Eyes must stay on ball throughout receiving process for consistent technique
- Good cushioning allows immediate transition to next action - pass, dribble or shoot
Common Misconceptions
- Misconception: 'Cushioning means stopping the ball completely' - Correction: Cushioning controls pace but ball should stay close for next action
- Misconception: 'Only call for ball when completely free' - Correction: Communication helps create opportunities even under pressure
- Misconception: 'Hard first touch shows power and control' - Correction: Soft touch demonstrates technical skill and maintains possession
- Misconception: 'Standing still makes you a better target for passes' - Correction: Movement into space creates better passing angles
- Misconception: 'Only worry about your own performance in games' - Correction: Supporting teammates makes the whole team stronger
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, regular movement breaks, prominent visual markers for boundaries, immediate positive feedback
dyspraxia
- Larger footballs for easier control, slower initial practice speeds, extra demonstration time, peer support for spatial organisation
autism spectrum
- Clear structure with predictable routines, visual schedule of lesson activities, quiet zones available if overwhelmed, consistent verbal cues
visual impairment
- Use brightly coloured footballs, provide verbal descriptions of demonstrations, pair with sighted buddy for spatial awareness
hearing impairment
- Use clear visual demonstrations, hand signals for communication, written instruction cards, ensure face-to-face communication
physical disability
- Seated cushioning practice using hands, modified game area size, ball can be rolled instead of kicked, adapted scoring zones
Cross-Curricular Links
English
Communication skills development, vocabulary expansion with football terminology, listening skills during instructions
Maths
Measuring distances for passing, calculating scores and points in competitive format, understanding angles of passes and movement
Science
Forces and motion in ball control, friction between foot and ball, impact absorption in cushioning technique
Geography
Spatial awareness and positioning, understanding directions and movement across playing area
PSHE
Teamwork and cooperation, constructive feedback and peer support, resilience when skills don't work perfectly
Teacher Guidance
Positioning
Move between groups during activities, position at corner of game area during matches for maximum visibility
Observation Focus
Watch for cushioning technique, communication quality, movement into space, and team cooperation
Intervention Points
Step in if technique is consistently poor, communication breaks down, or safety concerns arise
Demonstration Notes
Use exaggerated movements for cushioning technique, demonstrate both successful and unsuccessful examples for comparison
Verbal Cues
- •'Soft touch, draw that foot back!'
- •'Call for the ball - let your teammates know you're there!'
- •'Eyes on the ball until it reaches your foot!'
- •'Move into space where your teammate can see you!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m for multiple small-sided games, clear run-off areas
Surface Check
Level grass or artificial surface, free from holes, stones or other hazards
Equipment Safety
Safety Checks
- •Size 3 footballs appropriate for Year 3 students
- •Cones with rounded edges, securely placed
- •Bibs in good condition without tears or loose parts
Risk Management
Key Risks
- •Collisions between players during games
- •Ball strikes to head or body
- •Slips and falls on playing surface
- •Overexertion in competitive situations
Risk Mitigation
- •Clear no-contact rule established and enforced
- •Adequate spacing between game areas
- •Regular water breaks if needed
- •Progressive skill building before full games
- •Teacher positioned for maximum visibility of all groups
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all game areas simultaneously
- •Move between groups to provide close supervision
- •Monitor for signs of fatigue or frustration
- •Ensure fair play and rule adherence
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school medical support if needed