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Lesson 2 - Passing and Positioning

Tactical Intelligence Fundamentals

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Year 4

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Invasion Games

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Big Question

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

Softballs

10-12

Distributed around activity areas

Alternative: Size 3 or 4 balls, playground balls

Hockey sticks

One per student for hockey activity

Alternative: Unihoc sticks, short hockey sticks

Cones

Mark activity areas and positions

Alternative: Spots, markers, bean bags

Bibs

For team identification during rotations

Alternative: Different coloured cones, bands

Key Vocabulary

First touch

The initial contact with the ball when receiving a pass, used to control and position the ball

Support

Moving into positions where you can help the player with the ball by being available for a pass

Signal

Using hand gestures or body language to communicate with teammates without speaking

Space

Empty areas on the playing field where players can move to receive passes or create opportunities

Pass and move

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

Consistent first touch control when receiving

Immediate movement after passing

Clear, purposeful signalling for the ball

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