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Lesson 1 - Passing and Receiving

Ball Control & Decision-Making

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Year 4

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Football

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Big Question

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

Softballs

1 per student (30)

Distribute around pitch perimeter for easy collection

Alternative: Size 3 footballs preferred, tennis balls for modified activities

Cones

20-30

Various colours for different activities and boundaries

Alternative: Floor spots, markers, or chalk lines

Bibs

15 (one colour)

For team identification in small-sided games

Alternative: Coloured bands or different coloured tops

Goals

4-6 small goals

Positioned around pitch perimeter for multiple games

Alternative: Cone goals (2 cones 2m apart) or marked areas

Key Vocabulary

Trapping

Stopping the ball by placing your foot firmly on top of it

Cushioning

Receiving the ball softly by withdrawing the foot slightly on contact

Inside of foot

The inner side surface of the foot used for accurate short passes

Non-kicking foot

The foot that stays on the ground to provide balance when passing

Moving into space

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

Consistently uses inside of foot for passing

Controls ball within two touches

Anticipates where space will be available

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