Lesson 2 - Positioning and Passing
Tactical Thinking & Movement
•Year 3
•Invasion Games
•Start Planning Better PE Lessons
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How can we use movement and communication to create better passing opportunities?
Learning Objectives
- Demonstrate good positioning to receive a ball effectively
- Pass accurately and move into available space
- Use non-verbal communication to signal for the ball
Key Outcomes
- Students will show improved positioning when receiving passes
- Students will communicate effectively using hand signals
- Students will demonstrate understanding of pass and move principles
Equipment & Resources Required
Distributed around activity areas
Alternative: Size 3 footballs preferred, tennis balls for practice
Stored safely when not in use
Alternative: Unihoc sticks if hockey sticks unavailable
Mark boundaries and positions for activities
Alternative: Markers, spots, or bean bags
For warm-up activity and team identification
Alternative: Coloured bands or strips of fabric
Central reference points for movement
Alternative: Small cones or chalk marks
Key Vocabulary
Moving to the best place on the field to receive or make a pass
Using hand signals and body language instead of shouting
Making a pass then immediately moving to a new position
Being in a position to help a teammate with the ball
The first contact with the ball when you receive it
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing skills
- Understanding of simple game rules
- Awareness of personal space
Current Skills
- Positioning for receiving passes
- Non-verbal communication in games
- Pass and move techniques
Next Steps
- Creating space through movement
- Tactical awareness in game situations
- Advanced passing under pressure
Milestone Indicators
Key Teaching Points
- Non-verbal communication is more effective than shouting in games
- Good positioning means being available to receive passes
- First touch should take the ball into space for control
- Pass and move - don't stand still after passing
- Support teammates by giving them passing options
- Clear hand signals help teammates know where you want the ball
- Practice makes improvement - celebrate effort over perfection
Common Misconceptions
- Thinking that shouting is better than hand signals - correct by demonstrating clear visual communication
- Believing you should stay in one position - correct by showing constant movement and support
- Assuming hard passes are better - correct by emphasising control and accuracy
- Thinking only the ball carrier matters - correct by highlighting off-ball movement importance
- Believing criticism helps teammates - correct by modelling positive, constructive communication
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries and expectations, regular positive feedback
dyspraxia
- Larger, slower balls, reduced complexity in movements, extra practice time for skills
autism spectrum
- Clear visual schedule of activities, quiet zones available, predictable routines
visual impairment
- Use brightly coloured balls, provide verbal descriptions of positioning, buddy system for guidance
hearing impairment
- Emphasise visual demonstrations, use hand signals extensively, written instruction cards
physical disability
- Seated versions of activities, modified equipment sizes, adapted distances and speeds
Cross-Curricular Links
English
Following instructions, non-verbal communication, listening skills
Maths
Counting passes completed, measuring distances between positions, angles of passing
Science
Forces in passing and receiving, balance and stability in ready position, reaction times
Geography
Directions and spatial awareness, mapping movement patterns around field
PSHE
Teamwork and cooperation, supporting others, managing emotions in competitive situations
Teacher Guidance
Positioning
Move between stations during rotation activities, position to see maximum number of children
Observation Focus
Communication effectiveness, positioning choices, skill development progression
Intervention Points
Step in for safety concerns, provide encouragement when confidence drops, offer specific skill tips
Demonstration Notes
Use clear, exaggerated movements for visibility, involve confident children in demonstrations, repeat key points multiple times
Verbal Cues
- •'Show me those signals!'
- •'Great positioning - you're in space!'
- •'First touch into space!'
- •'Support your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area, minimum 30m x 20m for three stations
Surface Check
Dry, even surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check footballs are properly inflated
- •Inspect hockey sticks for damage or sharp edges
- •Ensure cones are stable and visible
- •Check tags/bibs are securely attached
Risk Management
Key Risks
- •Ball strikes to head or body
- •Collisions during movement activities
- •Tripping over equipment
- •Hockey stick contact
Risk Mitigation
- •Clear boundaries established for each station
- •Adequate spacing between activities
- •Progressive skill introduction
- •Emphasis on controlled passing
- •Proper hockey stick handling technique
Supervision & Emergency Procedures
Supervision Points
- •Position to view all three stations
- •Pay special attention to hockey station
- •Monitor for safe tagging in warm-up
- •Watch for appropriate challenge levels
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, seek additional help if needed