Passing Into Space

Overview

In this second lesson of the six-lesson Soccer Skills and Strategy unit, students build on basic ball-control and dribbling skills by developing accurate inside-foot passes, controlled receiving, and movement into space. Small-group challenges connect technical execution with communication, cooperation, and safe decision-making.

Learning intentions

Students will:

• Perform an accurate inside-foot pass to a partner’s feet.
• Receive and control a rolling ball using a soft first touch.
• Move into open space after passing.
• Communicate clearly and make safe decisions during small-group play.

Success criteria

• I can pass with my non-kicking foot beside the ball and my toes pointed toward my target.
• I can receive with a relaxed foot and keep the ball close.
• I can pass, move, and look for space instead of standing still.
• I can communicate respectfully and maintain safe spacing.

Curriculum links

• Movement skills and concepts — sending, receiving, and retaining objects in relation to others.
• Movement skills and concepts — applying phases of movement, including preparation, execution, and follow-through.
• Active living — understanding rules and practising skills safely in physical activities.
• Social-emotional learning skills — communication, cooperation, self-awareness, and responsible decision-making.

Lesson structure (40 minutes)

1. 0–4 min · Welcome and safety focus. Teacher gathers students at the sideline, introduces the lesson goal using the opening soccer challenge slide, and reviews boundaries, personal space, controlled passes, and the stop signal. Students identify one safety action and demonstrate a “ready position” with a ball at their feet.

2. 4–9 min · Dynamic warm-up. Teacher organizes students in pairs, one ball per pair, and displays the movement and warm-up instructions; call out movements such as jogging, side-shuffling, skipping, walking lunges, and gentle toe taps. Students move around their assigned area, keeping their heads up, avoiding collisions, and responding immediately to the stop signal.

3. 9–16 min · Demonstrate and practise technique. Teacher demonstrates the inside-foot pass and controlled reception, highlighting: non-kicking foot beside the ball, ankle locked, contact through the middle of the ball, follow-through to the target, and a soft receiving touch. Students practise in pairs from 4–5 metres, first passing slowly and then increasing accuracy; partners give one specific compliment and one helpful suggestion using the passing and receiving technique slide.

4. 16–24 min · Pass-and-move challenge. Teacher places pairs in small marked areas and explains the sequence shown on the pass-and-move challenge slide: pass, follow the pass, receive, and move to a new open angle. Students complete repeated pass-and-move sequences, using names or “here” to communicate and checking that the next path is clear before moving. Increase distance only when students can pass accurately and safely.

5. 24–34 min · Four-player keep-away. Teacher forms groups of four: three attackers keep possession against one passive defender in a 10-by-10-metre area. The defender begins by applying light pressure, then becomes more active if groups are ready. Students create passing lanes, move after passing, receive away from pressure, and switch defender every minute. Pause briefly to ask, “Where could you move to give the passer two options?” and “How did communication help your group?”

6. 34–38 min · Small-group decision challenge. Teacher runs a final round in which groups score one point for completing three passes, but only if every player has moved into a new space and the ball remains controlled. Students decide whether to pass short, pass wide, or protect the ball, while maintaining safe spacing and respectful play.

7. 38–40 min · Cool-down and exit reflection. Teacher leads slow walking, breathing, and lower-body stretches, then displays the reflection and plenary slide. Students complete a verbal exit response with a partner: “An accurate pass needs…” and “After I pass, I can help my team by…”. Invite two or three students to share.

Resources

• Soccer balls, one per pair or group
• Cones for boundaries and playing areas
• Coloured pinnies or bands for defenders
• Stop signal, whistle, or hand signal
• Soccer passing and receiving lesson deck
• Optional clipboard and observation checklist
• Water bottles and access to drinking water

Assessment

• Observe passing technique: supporting foot position, locked ankle, contact with the inside of the foot, and follow-through.
• During group challenges, record whether students receive with control, move after passing, communicate, and maintain safe spacing.
• Use the final partner response to check students’ understanding of passing technique and movement into space.

Differentiation

• Support students by reducing the passing distance, using a larger or softer ball, allowing a stationary defender, or providing a clear target gate made from cones.
• Pair students strategically and use visual demonstrations, repeated key words, and gesture cues for learners who benefit from additional language or processing support.
• Offer the choice to receive with either foot and allow students to walk rather than run while developing confidence or managing mobility needs.
• Extend confident students by requiring two-touch play, encouraging passes to the far foot, increasing defensive pressure, or adding a rule that the ball must change direction before a point is scored.