Lesson 3 - Passing to a Teammate
Foundation Skills & Game Sense
•Year 4
•Football
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How can we work as a team to keep possession of the ball and create scoring opportunities?
Learning Objectives
- To develop passing accuracy to a teammate with increasing control
- To understand how to maintain possession through effective communication and positioning
- To apply passing skills in competitive game situations
Key Outcomes
- Students will consistently pass the ball to stationary and moving targets
- Students will demonstrate the four 'S's technique (Stop, Step, See, Send)
- Students will work effectively as a team to maintain possession
Equipment & Resources Required
Distributed around area for goals and boundaries
Alternative: Bean bags, markers, or chalk lines
Inflated to appropriate pressure for year group
Alternative: Size 3 footballs for better control, tennis balls for beginners
Distinguish teams during competitive activities
Alternative: Different coloured items or team bands
Key Vocabulary
Sending the ball accurately to a teammate using controlled kicks
Stop, Step, See, Send - the technique sequence for accurate passing
Keeping control of the ball within your team
The teammate or goal you are aiming to pass the ball to
The flat inner surface of the foot used for accurate passing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control and stopping techniques
- Simple dribbling skills
- Understanding of personal space and safety
Current Skills
- Accurate passing using inside of foot
- Four 'S's technique application
- Basic team communication
Next Steps
- Passing to moving targets
- Advanced tactical awareness
- First touch passing techniques
Milestone Indicators
Key Teaching Points
- Four S's technique is essential for accurate passing - emphasise each step
- Communication with teammates is crucial for successful passing in games
- Quality of technique more important than speed or power
- Inside of foot provides most accuracy for short to medium passes
- Looking up before passing helps identify best target
- Encouraging teammates builds confidence and team spirit
- Practice under pressure helps transfer skills to real game situations
Common Misconceptions
- Students think passing hard equals passing well - emphasise accuracy and appropriate power
- Many students skip the 'See' step - reinforce looking before passing
- Some students think only the ball carrier matters - emphasise off-ball movement
- Students may believe they don't need to communicate - show how calls help teammates
- Some think mistakes are failures - reframe as learning opportunities
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries, regular positive feedback, movement breaks between static activities
dyspraxia
- Use larger equipment, slower demonstrations, extra practice time, break down four S's into smaller steps
autism spectrum
- Provide visual sequence cards for four S's, maintain predictable routine, offer quiet zones if overwhelmed
visual impairment
- Use brightly coloured balls and cones, provide clear verbal descriptions of activities, buddy system for guidance
hearing impairment
- Use visual demonstrations and hand signals, written activity cards, ensure student can see teacher during instructions
physical disability
- Adapt to seated position if needed, use larger/softer balls, adjust distances, focus on arm passing techniques
Cross-Curricular Links
Maths
Counting passes and goals, measuring distances for goals, angles and directions for passing
Science
Forces and motion in ball movement, cause and effect in passing accuracy
Geography
Spatial awareness, directions and positioning on field
PSHE
Teamwork and cooperation, communication skills, celebrating others' success
Teacher Guidance
Positioning
Move between groups during activities, position to see all students during instruction
Observation Focus
Watch for four S's technique, communication between students, inclusion of all team members
Intervention Points
Step in if passing power too aggressive, if students excluded from activities, if technique consistently incorrect
Demonstration Notes
Use clear, exaggerated movements for four S's, show both correct and incorrect technique for comparison, involve students in demonstrations
Verbal Cues
- •'Stop, step, see, send!'
- •'Look for space!'
- •'Call your teammate's name!'
- •'Quality over speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area for multiple activities simultaneously
Surface Check
Level grass or sports hall surface, free from holes or obstacles
Equipment Safety
Safety Checks
- •Check footballs are correctly inflated
- •Ensure cones have no sharp edges or cracks
- •Position equipment safely when not in use
Risk Management
Key Risks
- •Ball strikes to head or body
- •Collisions between students during movement
- •Trips over equipment or uneven surface
Risk Mitigation
- •Controlled passing power appropriate for distance
- •Clear spacing between activities
- •Students aware of others when moving with ball
- •No physical contact allowed in games
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during 3v1 games
- •Monitor passing power during partner activities
- •Check group dynamics for inclusion
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school first aid support if needed