Developing Passing Skills

Overview

This is lesson 2 of 5 in the unit “Mastering Invasion Games”. Students build on prior work by practising accurate passing while moving, then applying attack vs defence decisions in a simple invasion game situation.

Learning intentions

• WALT: Apply passing skills in invasion games.
• WALT: Choose where to pass by moving into open space and using a teammate’s movement as a target.
• WALT: Show attack vs defence by supporting our side to keep possession and stop the ball.

Success criteria

• I can pass the ball accurately to a teammate under mild pressure.
• I can move to a better position before I receive or pass.
• I can explain and show “attack = keep possession and create scoring chances” and “defence = stop possession and regain the ball”.

Curriculum links

• Movement skills (Invasion games): Passing accurately and selecting pass type to maintain possession.
• Movement skills (Invasion games): Making decisions about when/how to pass, move, or shoot to support team success.
• Physical Education: Applying rules and conventions accurately during play and adapting to game situations and positions.
• Health and PE competencies: Teamwork and participation through safe, respectful play, plus using feedback to improve performance.

Lesson structure (45 minutes)

1. 0–5 min · Quick warm-up: “Kicking It”. Teacher sets up a grid with pairs and a target cone or wall-bounce area; demos a simple inside-foot pass and “follow the pass” movement. Students perform paired kicks: pass → receive → turn and pass again, aiming for controlled, catchable ball placement.

2. 5–12 min · Skill focus: Passing accuracy while moving. Teacher explains two cues: (1) “plant–pass” balance for accuracy, (2) “look first, then pass” toward a teammate’s feet. Students rotate through 3 stations: short passes (inside foot), slightly longer passes (firm but controlled), and target passing (hit a cone gate).

3. 12–22 min · Pressure practice: “Dribbling It”. Teacher defines the challenge: pass after dribbling 2–3 steps when a defender closes; emphasises scanning and using space. Students in 3v3 or 2v2+targets: attacker dribbles, then passes to a teammate in open space before the defender tags/presses; receivers call for the ball (“time” / “space”).

• Coaching prompts: “Where is the open teammate?” “What passing lane is free?” “Can you pass with one touch?”

4. 22–30 min · Teach: Attack vs defence decision-making. Teacher uses a quick freeze-teach: pauses play and asks, “Are you attacking or defending right now?” then highlights behaviours for each role. Students complete a teacher-led stop/go: when attacking they keep possession (pass to support), when defending they close space, pressure the receiver, and try to win possession safely.

5. 30–42 min · Game application: Possession to score (modified). Teacher sets a small-sided game with clear rules: goal is to make 5 passes to a teammate before scoring by reaching/placing the ball in a scoring zone; defenders try to intercept/force turnovers. Students play 4v4 (or 3v3 if needed), using the target passes rule; after each round, the ball returns quickly to keep intensity high.

6. 42–45 min · Cool-down and exit check. Teacher leads static stretching and asks one short reflection question: “What is the best time to pass when defence is close?” Students answer on a one-sentence card or verbally in pairs; teacher checks accuracy by recalling one successful pass from each group.

Resources

• Soft or size-4/size-5 balls (mixture available)
• Cones for grids, lanes, scoring zones, and gates
• Bibs/vests to mark teams and defenders
• Whistles/hand signals for start-stop-freeze
• Target cones or small rebound surfaces for the warm-up
• Dyslexia-friendly recording option: pre-printed word bank (“time, space, teammate, pass”) and blank sentence starters

Assessment

• Formative coaching during stations: teacher watches for accurate passing (ball reaches teammate area) and scanning (“look first, then pass”).
• Quick observation checklist during “Dribbling It” and game: possession maintained with 1–2 correct decisions (pass timing and receiving position).
• Exit check: student explains one rule of attack vs defence or names the best passing moment.

Differentiation

• Support for grip/control: offer larger or softer balls during station work; allow two-hand catch/receive if needed before passing (still aiming for accuracy).
• Support for movement and decision-making: provide “safe pass” options (extra targets or a static teammate marker) before defenders fully pressure.
• Dyslexia-friendly reading: use oral explanations, diagrams on the court, and sentence starter prompts (“I pass when… because…”). Keep instructions short and repeated.
• Extension for diverse learners: assign “navigator” role—one student calls which teammate is open and counts passes during the game.

Extension (advanced passing strategy)

• Advanced students create a “passing plan” before the game: identify two preferred passing lanes (e.g., left-to-right, straight through middle) and agree on when to switch lanes if defence closes.
• Challenge: require a “no-look” scan or “early pass” (pass within 1–2 steps after receiving) and reflect briefly on whether it improved possession.