Lesson 1 - Consolidating Possession Skills
Mastery in Individual & Team Play
•Year 6
•Football
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How can we use effective passing, dribbling and moving skills to maintain possession and create scoring opportunities against skilled opponents?
Learning Objectives
- To consolidate and refine passing, dribbling and moving skills to maintain possession effectively
- To demonstrate tactical understanding of when, where and why to pass or dribble
- To create and execute attacking moves that lead to scoring opportunities
Key Outcomes
- Students will apply refined ball control skills with increasing effectiveness
- Students will make tactical decisions about passing and dribbling based on game situations
- Students will work collaboratively to maintain possession for sustained periods
Equipment & Resources Required
Extra balls around pitch perimeter for quick retrieval
Alternative: Size 3 balls for smaller students, futsal balls for better control
Mark pitch boundaries and zones clearly
Alternative: Flat markers, bibs as markers
Position goals 20-25m apart depending on space
Alternative: Pop-up goals, cone gates 2m wide
Clear team identification for 3v3v3 games
Alternative: Coloured bands, team pennants
Key Vocabulary
Maintaining control of the ball as a team
The first contact with the ball to bring it under control
A pass played between or behind defenders to a teammate
Moving to create passing options for the player with the ball
The moment when possession changes from one team to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic passing and receiving techniques from Year 5
- Simple dribbling skills with both feet
- Understanding of basic attacking and defending principles
Current Skills
- Refined passing under pressure
- Advanced dribbling with changes of direction
- Tactical decision-making in possession
- Creating space and scoring opportunities
Next Steps
- Advanced tactical play with complex formations
- Leadership roles in team organisation
- Analysis and improvement of team performance
Milestone Indicators
Key Teaching Points
- Head up before making pass or dribble decision - awareness is crucial
- Support the player with the ball by moving to create passing angles
- First touch should set up the next action - pass or dribble
- Communication is vital - call for ball, indicate intentions clearly
- Possession is about patience - don't rush attacks, build systematically
- Transition quickly when possession changes - immediate reaction required
- Quality over quantity - better to make 3 good passes than rush into poor decisions
Common Misconceptions
- Thinking possession means keeping the ball forever - explain it's about creating opportunities
- Believing only forwards can score - show how possession involves all players contributing
- Assuming dribbling is always better than passing - teach situational decision-making
- Thinking you can only support when close to ball - demonstrate support from distance
- Believing mistakes mean failure - emphasise learning from losing possession
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, regular positive feedback, movement breaks when needed
dyspraxia
- Larger equipment, simplified movement patterns, extra practice time, step-by-step instruction breakdown
autism spectrum
- Provide clear routine structure, use visual schedules, offer quiet zones if overwhelmed, consistent rules throughout
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, assign sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written game rules displayed
physical disability
- Modify to seated ball work or walking pace activities, use larger/lighter balls, adjust pitch sizes
Cross-Curricular Links
Maths
Counting consecutive passes, calculating team scores, measuring distances for pitch setup, understanding angles for passing
Science
Forces in passing and ball control, friction between ball and surface, momentum in running with ball
Geography
Spatial awareness and positioning, understanding of areas and boundaries, directional movement
PSHE
Teamwork and collaboration, resilience when losing possession, respecting opponents and teammates
Teacher Guidance
Positioning
Move around perimeter during games to observe all students, central position for demonstrations
Observation Focus
Watch for possession principles being applied, decision-making quality, and teamwork levels
Intervention Points
Step in if possession breaks down repeatedly, if students show frustration, or if safety concerns arise
Demonstration Notes
Use students as positive examples whenever possible, demonstrate decision-making process clearly, show both successful and unsuccessful examples for learning
Verbal Cues
- •'Head up, find your pass!'
- •'Great support, you're in perfect position!'
- •'Think - pass or dribble?'
- •'Well done, that was 5 passes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m for main games, 25m x 25m for possession activities
Surface Check
Flat, dry surface free from holes, debris or standing water
Equipment Safety
Safety Checks
- •Check footballs are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Goals securely positioned and appropriate height
Risk Management
Key Risks
- •Collisions between students during dynamic activities
- •Slips and falls on wet or uneven surfaces
- •Ball strikes to face or body
- •Overexertion during continuous games
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Appropriate spacing enforced during activities
- •Regular breaks and hydration opportunities
- •Progressive skill building reduces injury risk
- •No slide tackling permitted in any activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during games
- •Monitor fatigue levels particularly in final game section
- •Watch for dangerous play and intervene immediately
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, seek additional support if required