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Lesson 4 - Dribbling & Passing Skills

Possession & Team Strategy

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Year 3

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Football

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45 min

Big Question

How can we combine passing and dribbling to outsmart defenders and keep possession?

Learning Objectives

To combine dribbling and passing skills to maintain possession
To make tactical decisions about when to pass or dribble based on game situations
To create and use space effectively to avoid defenders

Key Outcomes

Students will demonstrate the ability to switch between dribbling and passing based on defender position
Students will show improved decision-making in possession games
Students will create space through movement and ball control

Equipment & Resources Required

Softballs

1 per 2 students (15 balls for 30 students)

Place balls around perimeter of area for easy collection

Alternative: Size 3 footballs, futsal balls, or tennis balls for better control

Coloured Cones

20-30 cones

Use to mark boundaries and create zones for activities

Alternative: Coloured spots, dome markers, or polo shirts as markers

Coloured Bibs

15 bibs (for defenders and team identification)

Separate colours for attackers and defenders in games

Alternative: Different coloured polo shirts or bands

Key Vocabulary

Possession

Having control of the ball as a team

Create Space

Moving into an area away from defenders where you can receive the ball safely

Decision-Making

Choosing the best option (pass or dribble) based on what you see

Intercept

When a defender gains possession of the ball intended for an attacker

Pressure

When a defender moves close to you to make passing or dribbling difficult

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic dribbling with inside and outside of foot
Simple passing to stationary and moving targets
Understanding of space and movement

Current Skills

Combining dribbling and passing in sequence
Making decisions under pressure from defenders
Creating space through movement and ball manipulation

Next Steps

Applying combined skills in directional games
Advanced decision-making with multiple defenders
Leading team tactics in small-sided games

Milestone Indicators

Student can complete 5 consecutive passes in a possession game

Student demonstrates clear decision-making between pass and dribble

Student creates space consistently to avoid defender pressure

Key Teaching Points

Decision-making is the core skill - students must learn to assess defender position before choosing action
Communication between teammates is essential for successful possession play
Ball control must be maintained even under pressure from defenders
Creating space through movement is as important as technical skills with the ball
Teamwork and individual skills must be balanced for effective possession
Progressive pressure allows students to develop confidence before facing full challenges
Celebration of good decisions is important even if the outcome is unsuccessful

Common Misconceptions

Thinking that passing is always safer than dribbling - sometimes dribbling creates better opportunities
Believing that faster play is always better - controlled, thoughtful play often maintains possession longer
Assuming that individual skills are more important than team communication
Thinking that defenders are just obstacles rather than tactical opponents who can be manipulated
Believing that only the ball carrier makes tactical decisions - all players should be thinking tactically

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and structure, use positive reinforcement frequently

dyspraxia

Use larger, slower balls, reduce complexity of movements, provide extra demonstration and practice time

autism spectrum

Provide clear visual schedule of activities, designate quiet zones for breaks, use familiar routines and clear expectations

visual impairment

Use brightly coloured balls and equipment, provide clear verbal descriptions of all activities, buddy system for guidance

hearing impairment

Use visual signals and demonstrations, written activity cards, ensure face-to-face communication when giving instructions

physical disability

Adapt activities for wheelchair users with seated versions, modify distances and equipment size, allow walking pace alternatives

Cross-Curricular Links

English

Communication during games, following and giving instructions, vocabulary development

Maths

Counting consecutive passes, measuring distances for area boundaries, angles of passes and movement

Science

Forces applied to ball during passing and dribbling, friction between boots and surface, heart rate changes

Geography

Spatial awareness and positioning, creating and reading space, directional language

PSHE

Teamwork and cooperation, decision-making under pressure, resilience when facing challenges

Teacher Guidance

Positioning

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

Observation Focus

Watch for tactical decision-making, skill execution under pressure, and team communication

Intervention Points

Step in when unsafe play occurs, when students need tactical guidance, or when differentiation needed

Demonstration Notes

Use exaggerated movements for clarity, involve students in demonstrations, repeat key points multiple times

Verbal Cues

•'Head up, look first!'
•'Defender close - pass! Defender far - dribble!'
•'Great decision-making!'
•'Talk to your teammates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area with defined boundaries

Surface Check

Dry, even surface free from holes, debris, and obstacles

Equipment Safety

Safety Checks

•Check all footballs are properly inflated and in good condition
•Ensure cones have no sharp edges or cracks
•Verify bibs are clean and have no damaged fastenings

Risk Management

Key Risks

•Collisions between students moving at speed
•Ball strikes to head or body from close range
•Slips and falls during direction changes
•Unsafe tackling during defender activities

Risk Mitigation

•Clear boundaries established with adequate buffer zones
•Appropriate spacing between activity groups
•Progressive skill building from static to dynamic
•Emphasis on controlled, safe tackling techniques
•Regular rest periods to prevent fatigue-related accidents

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor high-activity areas particularly closely
•Watch for signs of fatigue or frustration
•Intervene immediately if unsafe play observed

Emergency Procedures

Stop all activity immediately, assess situation, apply appropriate first aid if qualified, seek additional support as needed