Lesson 4 - Finding Space to Receive
Foundations of Ball Mastery and Team Play
•Year 3
•Football
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How can we use space cleverly to help our team keep the ball and create scoring opportunities?
Learning Objectives
- Recognise and move into space to receive the ball effectively
- Send the ball and immediately move into a new space
- Use communication to coordinate movement with teammates
Key Outcomes
- Students will demonstrate the ability to find and move into space to receive passes
- Students will show improved communication skills when coordinating team movements
- Students will apply space-finding skills in small-sided game situations
Equipment & Resources Required
Store balls around the perimeter for easy access
Alternative: Tennis balls, size 3 footballs for smaller hands
Use for boundary markers and zone creation
Alternative: Markers, hoops, or chalk lines
Must be easily removable from waistband
Alternative: Strips of fabric, bandanas, or scarves
For team identification in games
Alternative: Team bands or different coloured tags
Key Vocabulary
An area on the field where there are no opponents nearby, making it safe to receive the ball
Using your voice to tell teammates where you are going or what you need
Immediately moving to a new position after passing the ball to a teammate
Getting control of the ball when it is passed to you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic passing and receiving with stationary targets
- Understanding of personal space and general space
- Simple ball control with feet
Current Skills
- Moving into space to receive passes
- Communicating location and intentions to teammates
- Passing and immediately moving to new positions
Next Steps
- Creating space through deceptive movement
- Advanced positional play and tactical awareness
- Complex passing patterns with multiple players
Milestone Indicators
Key Teaching Points
- Space is any area where there are no opponents - emphasise this throughout
- Communication must be clear and specific - demonstrate good examples
- Pass and move immediately - never stand still after passing
- Use the whole playing area - don't crowd in one section
- Time your runs perfectly - too early or too late won't work
- Support teammates by creating options - football is a team game
- Practice makes perfect - space-finding improves with repetition
Common Misconceptions
- Space is only the big empty areas - actually any gap between opponents works
- You only need to find space when you have the ball - movement without ball is equally important
- Communication slows down play - actually it speeds up decision-making
- The fastest player will always find space - intelligence and timing matter more than speed
- Space-finding is too advanced for Year 3 - children understand this concept naturally
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, regular movement breaks built into lesson structure
dyspraxia
- Larger balls for easier control, simplified movement patterns, extra processing time for instructions
autism spectrum
- Clear routine and structure, visual schedule of activities, designated quiet space if overwhelmed by group activities
visual impairment
- Use brightly coloured equipment, verbal descriptions of space locations, buddy system for guidance during movement
hearing impairment
- Visual signals for instructions, demonstrate all communication examples, use written instruction cards
physical disability
- Modified zones closer together, allow wheelchair participation, adapted ball sizes for different grip abilities
Cross-Curricular Links
English
Using precise vocabulary to communicate movement intentions, following and giving clear instructions, speaking and listening skills
Maths
Counting passes in sequence, measuring areas and distances, understanding shapes and spatial relationships
Science
Understanding forces and motion, body systems during exercise, cause and effect relationships
PSHE
Teamwork and cooperation, communication skills, resilience when activities become challenging, supporting others
Teacher Guidance
Positioning
Move around the perimeter to observe all groups, position centrally during demonstrations for maximum visibility
Observation Focus
Watch for space-finding movement patterns, quality of communication, and safe contact levels during competitive play
Intervention Points
Step in if students struggle with passing sequence, if communication breaks down, or if contact becomes inappropriate
Demonstration Notes
Use students as positive examples whenever possible, demonstrate space-finding by exaggerated movement into empty areas, model clear communication
Verbal Cues
- •'Find the empty space!'
- •'Call before you move!'
- •'Pass and move immediately!'
- •'Where can you see space?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area for main activities, plus additional space for multiple small groups
Surface Check
Even, dry surface free from holes, debris, or standing water that could cause slipping
Equipment Safety
Safety Checks
- •Check footballs are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify bibs/flags are securely attached but easily removable
Risk Management
Key Risks
- •Collisions between students running in different directions
- •Slips and falls during quick direction changes
- •Contact between students competing for ball or flags
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between group areas
- •Emphasise shoulder-to-shoulder contact only
- •Progressive build-up from non-contact to competitive activities
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during skill development
- •Move around perimeter during games to monitor contact levels
- •Watch for students becoming overly competitive or frustrated
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other students are supervised safely