Lesson 4 - Passing and Moving
Foundation Skills & Game Sense
•Year 4
•Football
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How can smart movement help your team keep the ball and create scoring opportunities?
Learning Objectives
- To develop passing and receiving skills with increasing control
- To understand and apply movement into space after passing
- To work effectively as part of an attacking team to maintain possession and score goals
Key Outcomes
- Students will pass and receive the ball with improved control and accuracy
- Students will demonstrate effective movement into space to support teammates
- Students will apply tactical understanding in small-sided games
Equipment & Resources Required
Distributed around activity areas, inflated to correct pressure
Alternative: Tennis balls, bean bags for control practice
Used for boundaries, goals, and space markers
Alternative: Markers, spots, bean bags
For creating moveable goal posts in moving goals activity
Alternative: Pool noodles, cones for goals
To distinguish teams in small-sided games
Alternative: Different coloured cones for identification
Key Vocabulary
Sending the ball to a teammate using the inside of the foot
Running to an empty area where you can receive the ball safely
Controlling the ball when it comes to you from a teammate
When your team has control of the ball
Helping the person with the ball by being available to receive a pass
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control using feet
- Simple passing to a stationary partner
- Understanding of space in PE activities
Current Skills
- Passing and moving to space
- Receiving the ball on the move
- Basic attacking and defending roles
Next Steps
- More complex passing combinations
- Advanced movement patterns
- Tactical decision-making in larger games
Milestone Indicators
Key Teaching Points
- Always look up before passing to see your target
- Move immediately after passing to a new space
- Use the inside of your foot for accurate passing
- Control the ball with your first touch before passing
- Communicate with teammates about your intentions
- Keep possession by making smart passing decisions
- Show fair play and include everyone in the game
Common Misconceptions
- Students think they should stay in the same position after passing - emphasise immediate movement
- Believing hard passes are better - teach accuracy and appropriate power
- Assuming only the person with the ball needs to move - show how off-ball movement creates options
- Thinking individual skill is more important than teamwork - highlight collective success
- Misconception that defending means just tackling - teach positioning and pressure
SEN Adaptations
ADHD
- Keep activities short and varied, provide regular positive feedback, ensure clear boundaries and rules
dyspraxia
- Use larger equipment, break down skills into smaller steps, allow extra practice time, reduce complexity initially
autism spectrum
- Provide clear routines and structure, offer quiet space if needed, use visual schedules for activities
visual impairment
- Use brightly coloured balls, provide clear verbal descriptions of movement, assign sighted partner for guidance
hearing impairment
- Use visual signals and demonstrations, provide written instructions, ensure face-to-face communication
physical disability
- Adapt to seated or supported standing positions, use larger lighter balls, modify distances as needed
Cross-Curricular Links
English
Communication during games, listening to instructions, vocabulary development
Maths
Counting passes accurately, measuring distances between goals, calculating time for challenges
Science
Understanding forces in passing, physics of ball movement, body systems during exercise
Geography
Spatial awareness, understanding of direction and position, mapping movement patterns
PSHE
Teamwork and cooperation, honesty and fair play, resilience when facing challenges
Teacher Guidance
Positioning
Move around perimeter to observe all students, position between groups during games for maximum visibility
Observation Focus
Watch for accurate passing technique, immediate movement after passing, positive communication and fair play
Intervention Points
Step in when safety is compromised, when learning objectives are not being met, or when inclusion is lacking
Demonstration Notes
Always demonstrate with correct technique, use students as positive examples, show both successful and corrected attempts
Verbal Cues
- •'Pass and move immediately!'
- •'Look up before you pass!'
- •'Great movement into space!'
- •'Two passes before shooting!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area, clear of obstacles and hazards
Surface Check
Even surface, free from holes or debris, appropriate grip for football
Equipment Safety
Safety Checks
- •Check footballs are correctly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify skipping ropes are in good condition with secure handles
Risk Management
Key Risks
- •Ball strikes to head or body
- •Collisions between moving students
- •Trips over equipment or uneven surface
- •Overexertion leading to fatigue
Risk Mitigation
- •Clear boundaries and space awareness emphasised
- •Progressive introduction of pressure and speed
- •Regular breaks and rotation in activities
- •Emphasis on control over power in passing
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during 4v2 games
- •Monitor intensity levels and fair play
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required