Lesson 2 - Passing and Positioning
Tactical Intelligence Fundamentals
•Year 4
•Invasion Games
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How can we communicate effectively to create better passing opportunities in team games?
Learning Objectives
- To develop the ability to get into good positions to receive a ball
- To improve passing accuracy and movement into space after passing
- To use effective non-verbal communication to signal for the ball
Key Outcomes
- Students will demonstrate improved positioning when receiving passes
- Students will show coordinated passing and movement sequences
- Students will communicate effectively using clear signals without alerting opponents
Equipment & Resources Required
Distributed around activity areas
Alternative: Size 3 or 4 balls, playground balls
One per student for hockey activity
Alternative: Unihoc sticks, short hockey sticks
Mark activity areas and positions
Alternative: Spots, markers, bean bags
For team identification during rotations
Alternative: Different coloured cones, bands
Key Vocabulary
The initial contact with the ball when receiving a pass, used to control and position the ball
Moving into positions where you can help the player with the ball by being available for a pass
Using hand gestures or body language to communicate with teammates without speaking
Empty areas on the playing field where players can move to receive passes or create opportunities
The technique of passing the ball to a teammate and immediately moving to a new position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of simple passing techniques
- Knowledge of personal space and movement
Current Skills
- Positioning for receiving passes
- Pass and move sequences
- Non-verbal communication in games
Next Steps
- Creating and exploiting space in small-sided games
- Advanced passing techniques under pressure
- Tactical awareness in invasion games
Milestone Indicators
Key Teaching Points
- Communication quality is more important than volume - clear signals beat shouting
- First touch control sets up every successful passing sequence
- Movement after passing is essential - never pass and stand still
- Support play means positioning yourself to help the player with the ball
- Positive encouragement helps teams perform better than criticism
- Non-verbal signals don't alert opponents like shouting does
- Good positioning makes receiving passes much easier than good reactions
Common Misconceptions
- Believing that shouting louder makes communication more effective
- Thinking first touch is just about stopping the ball rather than controlling direction
- Assuming you can help by just staying close to the ball carrier
- Believing that catching/receiving is more important than what you do with your first touch
- Thinking that movement means just running around rather than purposeful positioning
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks, immediate positive feedback
dyspraxia
- Larger balls for easier handling, reduced complexity, extra practice time, step-by-step instruction breakdown
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zones available, consistent language and expectations
visual impairment
- Use brightly coloured balls, verbal descriptions of movements, tactile cues for positioning, buddy system for guidance
hearing impairment
- Visual demonstration emphasis, clear hand signals, written instruction cards, vibrant visual cues for communication
physical disability
- Seated or static versions of activities, adapted equipment sizes, modified distances, alternative signalling methods
Cross-Curricular Links
English
Speaking and listening skills, following and giving instructions, non-verbal communication
Science
Understanding forces in ball control, reaction times in communication, body systems during exercise
PSHE
Teamwork and cooperation, building confidence, supporting others, managing emotions in competitive situations
Teacher Guidance
Positioning
Move between stations during rotations, central position for demonstrations, corner of area for game observation
Observation Focus
Quality of communication, first touch control, movement after passing, team cooperation
Intervention Points
Step in for safety issues, provide technique corrections, facilitate positive communication
Demonstration Notes
Use students as demonstrators when possible, exaggerate movements for clarity, provide both good and poor examples for contrast
Verbal Cues
- •'Signal clearly!'
- •'Soft first touch!'
- •'Pass and move!'
- •'Eyes up!'
- •'Support your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 20m x 30m with clear boundaries
Surface Check
Even, dry surface free from obstacles, adequate grip for movement activities
Equipment Safety
Safety Checks
- •Check hockey sticks for cracks or splinters before use
- •Ensure balls are properly inflated and safe
- •Verify cones are stable and visible
Risk Management
Key Risks
- •Collisions during high-energy games and activities
- •Hockey stick safety - proper handling and technique
- •Slips and falls during direction changes
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Proper hockey stick technique instruction and supervision
- •Progressive warm-up and skill building
- •Emphasis on controlled movement rather than speed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all three stations during rotations
- •Pay particular attention to hockey station for safe stick use
- •Monitor for fatigue and competitive intensity in games
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed