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Lesson 5 - Step-Over Skills & Possession

Ball Mastery & Tactics

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Year 5

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Football

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Big Question

How can individual skills like the step-over help our team maintain possession and create scoring opportunities?

Learning Objectives

Distinguish between when teams are in possession and when possession is lost
Challenge themselves as individuals to maintain possession using the step-over technique
Act as a team to keep possession through accurate passing and movement

Key Outcomes

Students will demonstrate the step-over technique with increasing control and confidence
Students will apply possession principles in small-sided games
Students will work effectively as a team to maintain possession for extended periods

Equipment & Resources Required

Softballs

1 per pair (15)

Distributed around practice areas

Alternative: Size 3 balls for easier control, tennis balls for skill practice

Cones

30-40 various colours

For marking practice areas and game boundaries

Alternative: Markers, bibs, or other visual markers

Bibs

15 (three different colours)

For distinguishing teams in small-sided games

Alternative: Coloured bands, team shirts

Key Vocabulary

Step-over

A skill where you step over or around the ball to fool the defender about which direction you will go

Possession

When your team has control of the ball

Passive defender

A defender who stands still and doesn't actively try to tackle

Close control

Keeping the ball very near to your feet while moving

Consecutive passes

Passes made one after another without the opposition touching the ball

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball control and dribbling skills
Simple passing and receiving techniques
Understanding of team possession concepts

Current Skills

Step-over technique for beating defenders
Advanced possession play under pressure
Team coordination for maintaining possession

Next Steps

Combining step-over with other skills
Advanced possession in larger games
Creating and exploiting space in attack

Milestone Indicators

Consistent step-over execution

5+ team passes without losing possession

Effective individual possession under pressure

Key Teaching Points

Step-over is about deception - sell the fake with your whole body
Timing is crucial - step over just before the defender commits
Keep the ball close to your feet throughout the movement
Use both feet for step-over to become unpredictable
Decision-making: use step-over when defender is close, pass when teammates are free
Possession is maintained through both individual skills and team passing
Communication is essential for effective team possession play

Common Misconceptions

Step-over always works - emphasise it's one tool among many
Fancy skills are always better than simple passes - teach appropriate selection
Only attackers need to maintain possession - all players involved
Step-over is only for advanced players - all can learn with practice
Individual skills are more important than team play - balance both elements

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear and simple instructions

dyspraxia

Use larger balls for easier control, reduce complexity of movements, allow extra practice time for skill development

autism spectrum

Provide clear routines and structure, visual schedule of lesson activities, quiet zones available if overwhelmed

visual impairment

Use bright coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for guidance

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written coaching points on display boards

physical disability

Adapt step-over to seated position, use balloon or larger ball for easier control, modify distances and pressures

Cross-Curricular Links

Maths

Counting consecutive passes, measuring practice distances, calculating success rates of step-over attempts

Science

Forces involved in changing direction quickly, balance and centre of gravity during step-over movement

PSHE

Teamwork and cooperation, resilience when skills don't work first time, fair play and respect for opponents

Teacher Guidance

Positioning

Central position during demonstrations, circulate during practice, position at edge of games for full visibility

Observation Focus

Step-over technique development, decision-making in possession situations, team cooperation and communication

Intervention Points

Step in when technique is dangerous, when students are struggling with understanding, when poor sportsmanship occurs

Demonstration Notes

Always demonstrate step-over slowly first, then at game speed. Show both successful execution and common mistakes. Use students as examples when appropriate.

Verbal Cues

•'Step over, push away!'
•'Sell the fake!'
•'Keep possession!'
•'When to pass, when to dribble?'
•'Quick feet, quick thinking!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for full class, additional 20m x 15m areas for small-sided games

Surface Check

Dry, even grass or artificial surface free from hazards and standing water

Equipment Safety

Safety Checks

•Check balls are correctly inflated - not too hard or soft
•Ensure cones have no sharp edges or cracks
•Verify bibs are in good condition without tears

Risk Management

Key Risks

•Collisions during games and possession activities
•Slips and falls on wet surfaces
•Ball strikes during passing practices
•Overexertion in competitive activities

Risk Mitigation

•Clear boundaries established for all activities
•No slide tackling rule strictly enforced
•Adequate spacing between practice pairs and game areas
•Progressive skill building from static to dynamic
•Regular water breaks in warm weather

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor high-activity game areas closely
•Circulate during partner work to check technique and safety
•Watch for fatigue and adjust intensity accordingly

Emergency Procedures

Stop all activities immediately, assess situation, provide appropriate first aid or support, contact school emergency procedures if needed