Lesson 1 - Dribbling and Passing Foundations
Football Fundamentals & Skills
•Year 8
•Football
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How can effective dribbling and passing techniques help us maintain possession and create attacking opportunities?
Learning Objectives
- Demonstrate correct technique for dribbling the ball with close control
- Execute accurate passing using appropriate parts of the foot
- Link dribbling and passing skills in sequences of movement
Key Outcomes
- Students will demonstrate improved ball control when dribbling
- Students will show accurate passing technique in practice and game situations
- Students will combine skills effectively to maintain possession
Equipment & Resources Required
Distributed around activity areas, spare balls available
Alternative: Size 4 balls for better control, futsal balls for improved touch
Various colours for different areas and progressions
Alternative: Markers, spots, or chalked areas
For team identification during games
Alternative: Coloured bands or pinnies
Portable goals for small-sided games
Alternative: Cone gates, chalk lines
Key Vocabulary
Moving the ball with your feet while maintaining close control
Accurately sending the ball to a teammate using the foot
The initial control of the ball when receiving a pass
Managing the ball effectively to keep possession
Verbal and non-verbal signals to help teammates
Varying speed of movement to deceive opponents
A quick passing combination where the ball is returned immediately
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball familiarity from Year 7
- Understanding of team games concepts
- Simple kicking and receiving skills
Current Skills
- Controlled dribbling with both feet
- Accurate passing technique
- Basic combination play and movement
Next Steps
- Advanced passing techniques (through balls, crosses)
- Dribbling under pressure and in tight spaces
- Complex combination play and tactical awareness
Milestone Indicators
Key Teaching Points
- Dribbling requires close control with head up for awareness
- Passing accuracy is more important than power, especially when learning
- First touch should set up the next action in sequence
- Communication makes all team activities more effective
- Skills must be practiced under pressure to transfer to games
- Decision-making between dribbling and passing depends on situation
- Quality repetition builds muscle memory and confidence
Common Misconceptions
- Thinking dribbling is always better than passing - correct by showing when each is appropriate
- Believing power is more important than accuracy in passing - demonstrate controlled passing success
- Assuming skills work in isolation - show how dribbling and passing connect in sequences
- Thinking looking down helps control - practice head-up play from early stages
- Believing practice activities aren't 'real football' - connect all practice to game situations
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use high-energy activities as outlet
dyspraxia
- Use larger balls initially, reduce complexity of combinations, provide extra practice time and encouragement
autism spectrum
- Provide clear routine structure, use visual schedules, offer quiet zone if needed, prepare for transitions
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of activities, assign sighted buddy
hearing impairment
- Use visual demonstrations and hand signals, provide written instructions, ensure face-to-face communication
physical disability
- Adapt activities for seated participation, modify distances and equipment size, provide alternative ball control methods
Cross-Curricular Links
English
Communication skills, following and giving instructions, vocabulary development
Science
Forces and motion in ball physics, cardiovascular effects of exercise, biomechanics of movement
Geography
Spatial awareness and positioning, directions and orientations on the pitch
Mathematics
Angles of passing, distances covered, calculating success rates and statistics
PSHE
Teamwork and cooperation, dealing with success and failure, building resilience and confidence
Teacher Guidance
Positioning
Move between activity areas to provide individual feedback, position at corner for game observation
Observation Focus
Watch for technical improvement, decision-making development, and positive interactions
Intervention Points
Step in when safety concerns arise, technique needs correction, or students need encouragement
Demonstration Notes
Always demonstrate at normal speed after slow explanation, use students as examples when appropriate
Verbal Cues
- •'Heads up, eyes scanning!'
- •'Soft touches, keep it close!'
- •'Pass and move, never stand still!'
- •'Communication is key!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 60m x 40m outdoor area or large sports hall, clear of obstacles
Surface Check
Dry, even surface free from hazards, appropriate footwear for surface type
Equipment Safety
Safety Checks
- •Check balls are correctly inflated and in good condition
- •Ensure cones have no sharp edges or damage
- •Bibs clean and appropriate size
Risk Management
Key Risks
- •Collisions between students during activities
- •Ball strikes to head or body
- •Slips and falls during change of direction
- •Overexertion in warm weather
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Progressive skill building to develop control
- •Emphasis on looking up and spatial awareness
- •Regular hydration breaks and intensity monitoring
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all three game areas
- •Monitor high-activity areas during skill development
- •Check student wellbeing throughout lesson
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, follow school emergency protocols