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Lesson 3 - Passing and Receiving with Control

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 keep possession of the ball by passing accurately and moving into space?

Learning Objectives

Develop accurate passing technique using the inside of the foot
Learn to receive and control the ball effectively
Understand when and where to pass to keep possession

Key Outcomes

Students will demonstrate improved passing accuracy and ball control
Students will show understanding of movement to create passing opportunities
Students will apply passing skills in game-like situations

Equipment & Resources Required

Softballs

1 per pair (15)

Place around area perimeter for easy access

Alternative: Size 3 footballs preferred, tennis balls for control practice

Coloured Cones

20-30

Various colours for creating gates and boundaries

Alternative: Spot markers, small cones, flat markers

Team bibs

15 (one colour)

For identifying teams and defenders

Alternative: Coloured bands, different coloured tops

Key Vocabulary

Passing

Kicking the ball accurately to a teammate to keep possession

Receiving

Controlling the ball when it comes to you from a teammate

Control

Stopping and directing the ball so you can use it effectively

Possession

When your team has control of the ball

Space

Empty areas on the pitch where players can move to receive the ball

Support

Moving to help a teammate who has the ball

Skill Progression Pathway

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

Prior Learning

Basic ball control and dribbling skills
Understanding of space and movement
Familiarity with football rules and safety

Current Skills

Inside of foot passing technique
Ball receiving and control
Movement to create and find space
Basic tactical awareness for keeping possession

Next Steps

Passing under greater pressure
Longer range passing techniques
Advanced movement patterns and support play
Defending and winning the ball back

Milestone Indicators

Consistent accuracy in short passing

Smooth ball control without multiple touches

Proactive movement to support teammates

Understanding of when to pass versus when to dribble

Key Teaching Points

Non-kicking foot placement beside ball is crucial for accurate passing
Inside of foot provides better accuracy than toe or instep for short passes
Receiving on toes with soft first touch maintains possession effectively
Movement after passing creates space and supports team possession
Communication between teammates improves passing success rates
Accuracy is more important than power in possession-based football
Looking up before passing helps identify best passing options

Common Misconceptions

More power equals better passing - emphasise accuracy over force
Only the player with ball needs to move - teach off-ball movement importance
Passing is just kicking to someone - highlight technique and decision-making elements
Football is individual skill focused - demonstrate team cooperation benefits
Receiving means just stopping the ball - teach positive first touch toward next action

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent positive feedback, use movement breaks between static activities

dyspraxia

Use larger equipment initially, reduce complexity of movements, provide extra practice time and encouragement

autism spectrum

Provide clear routine structure, visual timetable of activities, quiet space available if overwhelmed

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, assign sighted buddy for guidance

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written key words on display board

physical disability

Adapt to seated passing if needed, use larger/lighter balls, modify distances and gate sizes accordingly

Cross-Curricular Links

Maths

Counting accurate passes, measuring distances between gates, calculating team scores and comparing results

Science

Understanding forces in ball movement, friction effects on passing accuracy, body mechanics in balance and coordination

Geography

Spatial awareness and direction, understanding of relative positions and movement patterns

PSHE

Teamwork and cooperation, supporting others, perseverance when skills are challenging, celebrating success

Teacher Guidance

Positioning

Stand at edge of activity area for clear view of all students, move to central position for demonstrations

Observation Focus

Watch for correct foot placement, ball control quality, and student movement patterns

Intervention Points

Step in when students struggle with technique, safety concerns arise, or activity flow breaks down

Demonstration Notes

Use exaggerated movements for technique demonstration, involve students in demonstrations when appropriate, maintain enthusiasm and encouragement throughout

Verbal Cues

•'Side foot for accuracy!'
•'Non-kicking foot beside the ball!'
•'Soft touch to receive!'
•'Pass and move!'
•'Look up and find space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m, clear of obstacles with defined boundaries

Surface Check

Dry, even grass or artificial surface free from hazards and debris

Equipment Safety

Safety Checks

•Check footballs are properly inflated and not damaged
•Ensure cones are stable and visible
•Verify no sharp edges on any equipment

Risk Management

Key Risks

•Ball-to-face contact during passing practice
•Collisions during movement activities
•Slips and falls on wet surfaces
•Overexertion during team challenges

Risk Mitigation

•Teach proper passing height (ground level)
•Establish clear movement patterns and boundaries
•Regular surface checks and activity modification if needed
•Monitor student fatigue and provide rest breaks

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Circulate actively during skill practice sections
•Maintain central position during team challenges for quick intervention

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school emergency procedures if required