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Lesson 3 - Accurate Passing to Targets

Advanced Techniques & Tactics

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Year 6

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Football

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42 min

Big Question

How can we use accurate passing to maintain possession and create opportunities in football?

Learning Objectives

To develop accurate passing technique using the four S's method
To demonstrate consistent ball control when passing to both stationary and moving targets
To apply passing skills effectively in competitive game situations

Key Outcomes

Students will pass accurately to stationary targets with consistent control
Students will pass effectively to moving targets with increasing accuracy
Students will apply tactical awareness when selecting passing options under pressure

Equipment & Resources Required

Softballs

15 (1 per pair)

Place around perimeter of area for easy collection

Alternative: Soft play balls, tennis balls for beginners

Cones

Use for marking areas, targets, and boundaries

Alternative: Markers, spots, or bean bags

Team bibs

16 (2 different colours)

Ready for 4v4 games - 8 of each colour

Alternative: Coloured pinnards or wristbands

Key Vocabulary

Four S's

Stop, Step, See, Send - the sequence for effective passing technique

Target

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

Possession

Having control of the ball as a team

Weight of pass

The power and speed applied to the ball when passing

Non-kicking foot

The foot that stays on the ground and points towards your target

Skill Progression Pathway

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

Prior Learning

Basic ball control using feet
Understanding of stationary passing
Awareness of personal space during activities

Current Skills

Accurate passing to stationary and moving targets
Four S's passing technique
Tactical decision-making in possession games

Next Steps

Passing under defensive pressure
Long-range passing accuracy
Advanced tactical passing patterns

Milestone Indicators

Consistent use of inside foot for passing

Appropriate weight of pass for different distances

Quick decision-making when selecting targets

Key Teaching Points

The four S's must be followed in sequence for effective passing
Power adjustment is key for different distances while maintaining technique
Communication and readiness checks prevent poor passing decisions
Moving to create space is as important as the pass itself
Sportsmanship and encouragement improve team performance
Practice and repetition build muscle memory for consistent technique
Tactical awareness develops through game-based learning opportunities

Common Misconceptions

More power always means better passes - correct with emphasis on accuracy over power
Looking at the ball while passing is necessary - teach heads up approach for awareness
Only the kicking technique matters - emphasise importance of positioning and decision-making
Faster passing is always better - focus on quality and appropriate timing
Individual skill is more important than team support - highlight cooperation and movement off ball

SEN Adaptations

ADHD

Shorter activity bursts with frequent changes, clear simple instructions, positive reinforcement, movement breaks built in

dyspraxia

Larger balls for easier handling, slower introduction of skills, additional practice time, simplified sequences initially

autism spectrum

Clear visual schedule of activities, defined boundaries with cones, consistent routines, quiet area available if needed

visual impairment

Use bright coloured balls and verbal descriptions of distances, provide audio cues for direction, buddy system for spatial awareness

hearing impairment

Visual demonstrations of techniques, hand signals for instructions, written activity cards with key points

physical disability

Seated passing variations, use of larger balls, modified distances, upper body passing techniques where appropriate

Cross-Curricular Links

Maths

Measuring distances for passing practice, counting passes in competitive activities, angles and direction for target passing

Science

Forces and motion in ball movement, gravity affecting ball flight, friction between foot and ball during contact

Geography

Directional awareness and spatial relationships, mapping movement patterns around playing area

PSHE

Teamwork and cooperation, resilience when facing challenges, respect and fair play during competitive activities

Teacher Guidance

Positioning

Move around perimeter of activities for optimal viewing, position near challenging groups

Observation Focus

Watch for correct four S's technique, positive communication, safe play

Intervention Points

Step in when technique breaking down, safety concerns arise, or students need encouragement

Demonstration Notes

Use exaggerated movements to show technique clearly, involve students in demonstrations when appropriate

Verbal Cues

•'Remember your four S's!'
•'Eyes up - see your target!'
•'Soft touches for control!'
•'Pass and move to help your team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Dry, even surface free from holes, debris or standing water

Equipment Safety

Safety Checks

•Check footballs are properly inflated and undamaged
•Ensure cones have no sharp edges or cracks
•Verify team bands are clean and not torn

Risk Management

Key Risks

•Collisions between students during movement
•Ball strikes to face or body
•Slips on wet surfaces
•Overexertion during competitive activities

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing between activities
•Progressive skill building from simple to complex
•Regular safety reminders during activities
•Proper warm-up and cool-down procedures

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during games
•Watch for signs of fatigue or overexertion
•Ensure students follow safety instructions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid response, contact office if required