Lesson 1 - Passing and Receiving
Ball Control & Decision-Making
•Year 4
•Football
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How can we use accurate passing and smart positioning to maintain possession and create scoring opportunities?
Learning Objectives
- To trap and cushion the ball effectively when receiving passes
- To pass the ball accurately using the inside of the foot over short distances
- To demonstrate tactical awareness by moving into space after passing
Key Outcomes
- Students will successfully control incoming passes using trapping and cushioning techniques
- Students will complete accurate short passes using correct technique and body positioning
- Students will show understanding of space and movement by repositioning after passing
Equipment & Resources Required
Distribute around pitch perimeter for easy collection
Alternative: Size 3 footballs preferred, tennis balls for modified activities
Various colours for different activities and boundaries
Alternative: Floor spots, markers, or chalk lines
For team identification in small-sided games
Alternative: Coloured bands or different coloured tops
Positioned around pitch perimeter for multiple games
Alternative: Cone goals (2 cones 2m apart) or marked areas
Key Vocabulary
Stopping the ball by placing your foot firmly on top of it
Receiving the ball softly by withdrawing the foot slightly on contact
The inner side surface of the foot used for accurate short passes
The foot that stays on the ground to provide balance when passing
Running to an area where there are fewer opponents after making a pass
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball familiarity and dribbling skills
- Understanding of space and safe movement
- Simple kicking and stopping techniques
Current Skills
- Accurate short passing using inside of foot
- Ball control through trapping and cushioning
- Movement into space after passing
Next Steps
- Longer range passing with accuracy
- First touch control under pressure
- Tactical understanding of when to pass vs dribble
Milestone Indicators
Key Teaching Points
- Inside of foot provides the most accurate passing surface - emphasise this consistently
- Non-kicking foot placement determines passing direction - point towards target
- Be ready on balls of feet when expecting to receive the ball
- Move into space after making a pass - don't stand and watch
- Choose between trapping (complete stop) and cushioning (controlled continuation) based on situation
- Strike through the centre of the ball for straight, accurate passes
- Communication with partners is essential for successful skill combinations
Common Misconceptions
- Thinking that kicking harder makes passes more accurate - teach control over power
- Believing they should always use their strongest foot - encourage both feet development
- Assuming they should look at target when kicking - emphasise watching ball at contact
- Thinking trapping is always better than cushioning - teach situational decision making
- Believing they can improve without practice - emphasise that repetition builds skill
- Thinking individual skill is more important than teamwork - highlight collaborative success
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, immediate feedback and praise, movement breaks built into activities, clear visual boundaries
dyspraxia
- Larger equipment for easier handling, simplified movement patterns, extra practice time, breaking skills into smaller steps, peer support
autism spectrum
- Clear routines and structure, visual schedule of lesson sections, quiet zones for breaks if overwhelmed, consistent language and instructions
visual impairment
- Use brightly coloured balls and cones, verbal descriptions of demonstrations, buddy system for positioning and movement guidance
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for key teaching points, ensure students can see teacher's face when speaking
physical disability
- Modified equipment (larger/lighter balls), seated passing variations, adjusted distances, wheelchair-accessible positioning
Cross-Curricular Links
Maths
Counting passes accurately, measuring distances for games, understanding angles for passing direction, timing activities with stopwatches
Science
Understanding forces in passing (harder kick = further travel), friction between ball and surface, balance and coordination in movement
Geography
Spatial awareness and positioning, understanding of directions (left/right, forward/back), mapping movement patterns around the playing area
PSHE
Teamwork and cooperation, resilience when skills don't work first time, communication with partners, celebrating others' success and dealing with disappointment
Teacher Guidance
Positioning
Move constantly between groups to observe technique, provide feedback, and ensure safety. Position for maximum visibility during games.
Observation Focus
Watch for correct inside-foot technique, appropriate ball control method selection, and movement after passing. Note students struggling with coordination.
Intervention Points
Step in when technique is unsafe, when students become frustrated, or when competitive element overshadows skill development focus.
Demonstration Notes
Use slow motion demonstrations for technique. Ask skilled students to model good examples. Exaggerate key teaching points for clarity.
Verbal Cues
- •'Inside of foot for accuracy!'
- •'Move after you pass!'
- •'Soft first touch!'
- •'Eyes on ball when kicking!'
- •'Be ready on your toes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for warm-up, smaller areas 20m x 10m for each 4v4 game
Surface Check
Even grass or artificial surface, free from holes, stones, or wet patches
Equipment Safety
Safety Checks
- •Footballs properly inflated and in good condition
- •Cones with no sharp edges or cracks
- •Goals stable and properly positioned
- •No loose equipment left in playing areas
Risk Management
Key Risks
- •Collisions between students during games
- •Falls when running or changing direction quickly
- •Ball strikes to face or body
- •Overexertion in competitive activities
Risk Mitigation
- •Clear boundaries and adequate space between groups
- •Progressive skill building before competitive games
- •Emphasis on controlled technique over power
- •Regular hydration breaks and intensity monitoring
- •Modified rules to reduce physical contact
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all game areas
- •Move between groups to monitor safety and technique
- •Watch for signs of fatigue or frustration
- •Ensure equipment is properly used and maintained
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact emergency services if required, inform school leadership