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Lesson 3 - Passing Accuracy to Targets

Individual Control to Team Play

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Year 5

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Football

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45 min

Big Question

How can I consistently pass the ball accurately to help my team keep possession?

Learning Objectives

To pass the ball accurately to stationary and moving targets using correct technique
To apply the four 'S's technique (Stop, Step, See, Send) consistently in practice
To demonstrate good decision-making when choosing passing targets

Key Outcomes

Students will execute accurate passes to stationary targets with control
Students will begin to pass effectively to moving targets
Students will understand and apply the four-step passing technique

Equipment & Resources Required

Softballs

15 (1 per 2 students)

Distribute around perimeter of teaching area before lesson

Alternative: Size 3 footballs for better control, tennis balls for indoor practice

Cones

Use for boundaries, targets, and activity areas

Alternative: Markers, bean bags, or chalk lines

Team bibs

16 (2 different colours)

Required for possession games to distinguish teams

Alternative: Bibs, coloured t-shirts, or arm bands

Key Vocabulary

Four 'S's

Stop, Step, See, Send - the four-step technique for accurate passing

Inside foot pass

Using the inside surface of the foot to pass the ball accurately

Target

The person or area you are aiming to pass the ball to

Possession

When your team has control of the ball

Intercept

To catch or stop a pass meant for the other team

Skill Progression Pathway

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

Prior Learning

Basic ball control with feet
Simple stationary passing over short distances
Understanding of basic football rules

Current Skills

Four 'S's passing technique
Accurate passing to stationary targets
Beginning to pass to moving targets
Decision-making in possession games

Next Steps

Long-range passing with accuracy
Advanced passing techniques (through balls, crosses)
Complex possession games with tactical awareness

Milestone Indicators

Consistent use of inside foot for passing

Ability to judge passing power for different distances

Quick recognition of passing opportunities

Key Teaching Points

The four S's technique must be practiced as a complete sequence for muscle memory development
Accuracy is always more important than power - build accuracy first, then increase distance
Communication between passer and receiver is essential for successful passing
Passing to space ahead of moving players is more effective than passing directly to feet
Maintain technique even under pressure - rushing leads to poor passing decisions
Fair play and sportsmanship create better learning environment for everyone
Progressive challenges build confidence while maintaining skill development focus

Common Misconceptions

Students think power is more important than accuracy - emphasise control first
Many believe you must always pass hard - teach them to match power to distance
Some think the four S's slow them down - explain how good technique speeds up play
Students often focus only on ball placement - stress importance of body position and follow through
Common belief that you should always pass to closest player - teach spatial awareness and best option selection

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use positive reinforcement frequently, allow movement breaks

dyspraxia

Use larger equipment for easier handling, provide additional practice time, break down four S's into individual components, offer physical guidance

autism spectrum

Provide clear routines and structure, use visual schedules for activities, offer quiet spaces if needed, prepare for transitions

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of all demonstrations, use buddy system for guidance and safety

hearing impairment

Use clear visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication for instructions

physical disability

Adapt to seated or supported passing, use larger/softer balls for easier control, modify distances and rules as appropriate

Cross-Curricular Links

English

Following multi-step instructions, using specific vocabulary accurately, explaining techniques and tactics to others

Maths

Counting passes accurately, measuring distances in metres, calculating angles for passing direction

Science

Forces and motion in ball movement, understanding how power affects distance, friction between ball and surface

Geography

Spatial awareness and positioning, understanding directions and movement patterns, mapping playing areas

PSHE

Teamwork and cooperation, dealing with competition positively, communication skills, resilience when learning new skills

Teacher Guidance

Positioning

Move around perimeter of activities for optimal view of all students, position between groups during games

Observation Focus

Watch for correct four S's technique, safe movement patterns, positive interaction between students

Intervention Points

Step in if technique becomes unsafe, if competitive intensity becomes too high, or if students need additional support

Demonstration Notes

Use clear, exaggerated movements for technique demonstration, involve confident students to show examples, provide both correct and common mistake examples

Verbal Cues

•'Remember your four S's!'
•'Look for space!'
•'Pass to feet or space?'
•'Well done, accurate passing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m area, clear of obstacles and hazards

Surface Check

Dry, even grass or artificial surface free from holes or debris

Equipment Safety

Safety Checks

•Check footballs are properly inflated and in good condition
•Ensure cones have no sharp edges or cracks
•Verify team bands are safe and appropriate size

Risk Management

Key Risks

•Collisions between students during movement
•Ball strikes to head or body
•Slips and falls on playing surface
•Overexertion during physical activity

Risk Mitigation

•Clear boundaries and movement patterns established
•Adequate spacing maintained between activities
•Progressive skill building from static to dynamic
•No tackling rules in possession games
•Regular breaks and hydration opportunities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity games closely
•Check technique to prevent injury
•Intervene quickly in competitive situations

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact support if needed