← Football: Attack & Defend
FreeLower KS2Year 3, Year 441 mins
Football · Lesson 2 of 6
Inside-Foot Passing
Learning objective: To pass the ball accurately with the inside of the foot.
Success criteria
- I can place my non-kicking foot beside the ball.
- I can strike through the middle of the ball with the inside of my foot.
- I can pass through a gate to my partner from 5 metres.
Equipment
- One size-3 or size-4 football per pupil
- 30 cones / flat markers
- Bibs in four colours
- 4 pop-up goals or cone goals
Organisation & set-up
Pairs facing each other 5 metres apart with a cone 'gate' 1 metre wide in the middle.
Warm-up: Pass and Jog
7 mins- Pairs jog side by side passing gently.
- Every 30 seconds, stop and stretch.
- Increase distance gradually.
Skill introduction & demonstration
5 minsDemonstrate: plant foot beside the ball pointing at the target, ankle locked, strike the middle of the ball with the inside of the foot, follow through to the target.
Plant foot beside ballLocked ankleStrike the middleFollow through
Skill development 1: Gate Passing
8 mins- Pass through the gate to your partner.
- Count successful passes out of ten.
- Make the gate narrower.
Skill development 2: Both Feet
6 mins- Five passes with the right foot, five with the left.
- Receiver stops the ball before passing back.
Main activity: Pass to Score
10 mins- 3v1 in a 10m x 10m box.
- Attackers score a point for every three passes in a row.
- Defender rotates every minute.
Coaching points & teaching cues
- Plant foot beside the ball
- Ankle locked
- Strike the middle
- Follow through
Common mistakes & corrections
- Ball goes in the air: Strike the middle, not underneath.
- Using toes: Turn the foot out to show the 'side'.
- Pass goes wide: Plant foot points at the target.
Easier challenges
- Reduce distance to 3 metres; widen the gate.
Harder challenges
- Pass first-time without stopping.
- Pass with the weaker foot only.
Inclusion & SEND adaptations
Adaptations
- Use larger, softer or brighter balls (e.g. beanbags, balloons, sensory balls) for pupils who find tracking difficult.
- Offer a seated or stationary version of each task; pair with a supportive peer.
- Use visual cue cards and demonstrate rather than relying only on verbal instructions.
Maximising participation
- Keep groups small (2-4) so every pupil has many turns.
- Avoid elimination games; use points or personal bests instead.
- Rotate roles (thrower, catcher, coach, scorer) so everyone has a purpose.
Assessment opportunities
- Count accurate passes out of ten.
- Observe technique.
Plenary & reflection questions
- Which part of the foot gives most control?
- Where should your planted foot point?
- When would a pass be better than a dribble?