Lesson 2: Pass to a Friend
Thursday, November 26, 2026
1Stretching & Mobility5 min›
March and Shoulder Roll
30 seconds, then 8 rolls- Stand or sit tall with space around you.
- March or move arms gently for 30 seconds.
- Roll shoulders backward slowly; breathe normally.
Muscles/joints: Hip flexors, shoulders, ankles
Coaching cue: Easy rhythm and relaxed shoulders.
Modification: Seated marching or arm movements.
Supported Ankle and Foot Warm-up
8 slow repetitions- Use a stable wall or chair if needed.
- Lift heels gently on level ground.
- Lower slowly, keeping knees comfortable.
Muscles/joints: Calves and ankle joints
Coaching cue: Control the rise and lower; do not bounce.
Modification: Seated heel lifts or comfortable ankle movement.
Side Steps and Gentle Hip Bend
6 steps each way, 5 shallow bends- Side-step slowly without crossing feet.
- Pause with feet comfortably apart.
- Bend hips and knees a little, then stand tall.
Muscles/joints: Glutes, quadriceps, hip joints
Coaching cue: Small comfortable range; knees follow toes.
Modification: Seated side reaches or supported shallow bends.
2WARM-UP RUN / JOG — 2–3 MINUTESRequired›
Mark a safe route
- Mark a loop with 4–6 cones around the field or blacktop (about 100–150 yards).
- Keep the route away from fences, poles, parked cars, and uneven ground.
- Stand where you can see the entire loop.
Starting & stopping
- Gather students at the start cone. Say: 'When I blow the whistle, jog at a talking pace.'
- One whistle = start; two whistles = slow to a walk and come back to the start cone.
- Use the countdown timer below so everyone finishes together.
Pacing
Students should jog at a 'talking pace' — they could still chat with a friend. This is not a race and never a punishment.
Safety
- Pass on the outside, call 'On your left.'
- Shoes tied before starting.
- Walk if you feel dizzy, have chest pain, or can't catch your breath — tell the teacher.
Alternatives
Students may brisk-walk, power-march, or do seated arm-pumping. Wheelchair users can roll the loop or do arm circuits.
Hydration
Water break immediately after the run. Remind students to drink before and after PE.
3Review & Mini-Lesson10 min›
Review questions
- Why keep the ball close?
- Show one safe action from Meet the Soccer Ball.
Vocabulary
- Pass
- Send the ball to a teammate.
- Receive
- Control a ball sent to you.
- Plant foot
- The supporting foot placed beside the ball when passing.
What the Teacher Should Say
A pass is a gift your friend can control. Look at your partner, ask “ready?”, put your non-kicking foot beside the ball, and gently send it with the inside of your other foot. Aim along the ground. Your partner faces you and makes a soft inside-foot stop. Start close. If a ball goes away, wait until it is safe to collect it. Success means a helpful pass, not a powerful kick.
Step-by-step demonstration
- Model plant foot beside the ball and inside-foot ground pass.
- Face the incoming ball and soften the receiving touch.
- Call a partner’s name and confirm readiness.
Real-world examples
- A gentle ground pass is easier for a ready teammate to control.
- Looking for open space can prevent crowding around the ball.
Questions to ask students
- Where does your supporting foot go?
- What makes a pass helpful?
- How can you make the receiving touch softer?
Visual resource
Extension
Draw or explain one cue from “Pass to a Friend” and show it safely without equipment.
4Group Activity: Passing Gates15–20 min›
Purpose: Send a gentle inside-foot pass to a ready partner and stop a ground ball.
Equipment
- Soft or soccer balls
- Two cones per pair
Players
Whole class in pairs or small groups of 3–4
Space & setup
Pairs begin 2–4 yards apart on opposite sides of a wide two-cone gate; passing lanes are parallel and do not cross.
Rules
- Pass only to a ready partner through a clear lane.
- Keep balls on the ground and use gentle force.
- Pause adjacent pairs before crossing to retrieve a ball.
Step-by-step
- Teacher demonstrates the task and checks readiness, clear space, and accessible options.
- Practice five gentle passes each from close range.
- Stop every pass before sending it back.
- Count helpful passes through the wide gate together.
- Move the gate slightly wider or closer if needed.
- Pause for water and one coaching cue; repeat a short round if comfortable.
- Teacher checks each student individually using the assessment cue before cooldown.
Teacher demonstration
Model plant foot beside the ball and inside-foot ground pass. Face the incoming ball and soften the receiving touch. Call a partner’s name and confirm readiness.
Safety
- Use level, nonslip ground and clear boundaries; follow each student’s health plan.
- Choose comfortable effort, allow water and rest, and report pain, dizziness, or unusual breathing difficulty immediately.
- No heading, slide tackles, pushing, or deliberate body contact; use age-appropriate soft balls.
- Keep passing and shooting lanes clear; stop nearby play before retrieving a loose ball.
Modifications
Wider gates, closer partners, larger soft balls, seated foot passing, or ground rolling with hands.
Advanced challenge
Explain one cue to a partner, then repeat with improved control; do not add speed.
Assessment
Assess ready signal, inside-foot contact, useful direction and force, and controlled receiving.
5Supervised Free Play & Cooldown20–30 min›
Activity choices
Expectations
- Stay inside the coned boundary.
- Take turns and share equipment.
- Include anyone who wants to join.
- Teacher circulates and keeps eyes on all groups.
- Water available throughout.
Cooldown
- Walk or roll slowly for 2 minutes until breathing feels comfortable.
- Gentle supported calf stretch: 15–20 seconds per side; no bouncing.
- Gentle cross-body shoulder stretch: 15 seconds each arm.
- Take three relaxed breaths and drink water.