P.E. Soccer Passing Lesson
Overview
This is a lesson on how to teach proper passing technique in soccer including a passing activity to help assess how students are doing.
Introduction
Teaching strategies | Partner work, hands on learning, and modeling. |
Essential Vocabulary Words and Phrases of Focus for this Lesson | Accuracy Proper Form Equator of ball Check Mark Planting Foot |
Indiana Academic Standards for Physical Education and/or Health | Standard 11. Manipulative Skills (Foot Pass/Kick) for Grade 2: Demonstrates an emerging pattern while passing and kicking a moving ball with the inside of the foot (such as passing the ball to a teammate in a soccer lead up game). (2.1.11.A) |
Interdisciplinary Standards
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Math: 2.NS.1: Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number
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How many of you have ever played soccer at recess? Do you know how to pass a ball correctly?
Turn to a partner or someone around you and discuss.
What does proper form look like when passing a soccer ball?
What is accuracy?
Why do we want to be accurate when we pass? Why is accuracy important?
By the end of this lesson, you will know how to pass a soccer ball with proper form and accuracy.
What is Proper Form?
Demonstrate what proper form looks like for students so students have a visual.
Proper passing form looks like:
Stand on your planting foot, or the foot you aren’t kicking with, and have planting foot point towards where you want the ball to go.
Kicking foot should make a check mark meaning foot is flexed and toes are pointing up.
Passes should be made with the inside of the foot where the foot curves.
Ball should be kicked near the equator, or middle, of the ball.
If the ball is kicked accurately, it should go in the direction you want.
Practice Passing
Watch who has the technique down and who needs extra help. As students seem to master skill, have them partner up and practice passing to feet.
Once all students are passing with a partner, set up cones activity called gate passing. Space sets of cones, spread about 3 feet apart from each other, randomly around the gym.
Assessments
| Formative | Summative |
| Watch kids pass with a partner through a set of cones. Do they use inside of foot to pass? Worth 1 point. Do they pass through the cone? Worth one point Does it make it to their partner’s foot? Worth 1 point. Can they make consecutive passes and stay accurate? Worth 1 point. Scale from 0-4 with 4 being best. |
Grab a soccer ball and find a spot around the room near the wall.
Practice passing against the wall.
Once comfortable passing against the wall, find a partner and practice passing to feet.
Gate Passing
Have students find a gate, or a set of cones. Have students practice passing through the gate to their partner’s feet. Time students for at least a minute and have them count how many passes they can get in that minute. Ask students how many passes they got. Do this at least 3 times, and have students try to beat their score each round. Ask students to raise their hand if they beat their score from the previous round.
If students need a challenge, have them try passing and moving. Have them pass through one gate, and then a partner needs to find a new gate to pass through. Partners must pass through a new gate each time for the pass to count.
Scaffolding for Gap Repair and Extended Learning Opportunities | SPED | ELL | High Ability |
Focus on kicking with inside of foot and not on accuracy.
Do not time student’s passes or do not have students count passes.
| Model and demonstrate activity and proper form.
Do not have students count passes. | Have students pass and move. |
Assessments
| Formative | Summative |
| Watch kids pass with a partner through a set of cones. Do they use inside of foot to pass? Worth 1 point. Do they pass through the cone? Worth one point Does it make it to their partner’s foot? Worth 1 point. Can they make consecutive passes and stay accurate? Worth 1 point. Scale from 0-4 with 4 being best. |
With your partner, find a set of cones, or a gate.
Practice passing through the gate to your partner's feet.
When the timer starts, count how many passes you and your partner get before the timer goes off.
Try to beat your score each round we play!
Rap Up
At the end of the activity, bring students back together, and ask them to reiterate what proper form looks like by either telling or demonstrating.
What does proper passing form look like?
Does anyone want to demonstrate?