FocusCreating passing lanes through width, depth, purposeful movement, and quick repositioning away from the ball.
Materials & Prep
Cones, 8–10 pinnies, 4–6 size-appropriate balls, four small goals or end zones, and four 15-by-20-yard playing areas. Mark safe boundaries and establish four simultaneous small-sided game spaces.
Movement and Space Activation
6 minContentEffective attacking spacing includes width to stretch defenders, depth to provide a forward or backward option, and movement into open space rather than toward the ball. A passing lane is open space between the ball carrier and a teammate that is not blocked by a defender.
Student taskIn groups of four, players move continuously within a marked area while maintaining width and depth. On a signal, each group identifies and occupies a different open space without gathering around the ball.
EvidenceStudents maintain visible separation, move away from crowded areas, and can identify an open passing lane through their positioning.
Three-Player Passing and Repositioning
8 minContentAfter passing, the passer moves to a new supporting position. The third player provides width or depth rather than standing beside the ball. The triangle shape gives the ball carrier multiple passing options.
Student taskGroups of three complete continuous passes in a marked area with one passive defender. After every pass, the passer and at least one teammate reposition to create a new triangle and passing lane. The defender applies increasing pressure while remaining controlled.
EvidenceCompleted passing sequences show a pass, immediate off-ball movement, a supporting angle, and at least two available options for the ball carrier.
Small-Sided Game: Create the Lane
12 minContentIn a 3-versus-3 game with end zones, teams attack by spreading across the width and using forward, sideways, and supporting runs. A point is earned when a team receives a pass in the end zone. Players without the ball create options by moving into uncovered space, not by following the ball.
Student taskPlay two 5-minute games with a 1-minute reset between games. Teams earn an additional point when a scoring possession includes a purposeful off-ball movement that opens a passing lane for the ball carrier.
EvidenceGame observation record noting team width, depth, movement after passing, and successful receptions created by off-ball movement.
Decision Challenge: Move Before the Pass
8 minContentThe ball carrier needs a visible target, and teammates create that target by moving before the pass is made. When a lane closes, the appropriate response is to change direction, move wider or deeper, or support behind the ball instead of crowding the carrier.
Student taskIn 4-versus-4 games, teams attempt to complete three consecutive passes before attacking the end zone. Each player must move to a new space after passing or when a defender closes the lane. Teams briefly record one effective movement that created a passing option.
EvidenceCompleted three-pass sequences, observable changes of direction or position, and player records connecting movement to an available passing lane.
Game Application and Reflection
6 minContentSuccessful off-ball movement is purposeful, timely, and coordinated with the ball carrier. Effective teams create width and depth, recognize open space, and reposition immediately when the ball or defenders move.
Student taskPlay a final 4-versus-4 game, then submit a brief reflection identifying one spacing choice that created a passing lane and one adjustment for the next game.
EvidenceFinal-game performance and reflection accurately connect a specific movement choice with an open passing lane or successful pass.
Assessment criteriaProficient performance shows students consistently maintain width or depth, move away from crowded areas, reposition after passing, create at least one clear passing option for the ball carrier, and explain how their movement opened a passing lane.
DifferentiationUse smaller playing areas, a visual spacing reference, and reduced defensive pressure as scaffolds; extend proficient students with a two-touch limit, a numerical overload, or required switches of position.