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Grade 6 · Health and physical education · 25 minutes

Unit 1 · Movement Choices and Cooperation · Lesson 1 of 2

Create Space in a Passing Game

Use a paper game model to explain how moving into space creates a passing option.

Mr. S Teaches · Original starter mini-lesson · MS6-HPE-01

Learning objective

Identify an open passing lane in two diagrams and explain one movement choice using specific evidence.

Before you begin

  • Describe relative positions using left, right, near and far.

Gather your materials

  • Paper
  • Pencil
  • Three small paper player markers and one defender marker

Language to know

Passing lane
An unobstructed route between a passer and a receiver.
Support
Positioning that gives a teammate another useful option.
Space
An area available for a player or object to move into.

Understand the concept

Passing involves choices before a ball moves. Use a paper grid with columns A–D and rows 1–4. Put a passer at A2, a receiver at C2 and a defender at B2. The defender blocks the straight lane. Moving the receiver to C4 opens a diagonal lane that does not pass through B2. A diagram simplifies a real game: defenders also move, boundaries matter, and an open path is not a guaranteed successful pass. This lesson can be entirely seated and uses no contact or thrown objects.

Teach it step by step

  1. Draw the grid and place the markers at A2, C2 and B2. Use a ruler or straight pencil line to trace the blocked lane.
  2. Move the receiver to C4 and trace the new lane. Describe what changed while the passer stayed still.
  3. Add a second receiver at A4. Compare two possible passing options using the model, not assumptions about a player’s ability.
  4. Write a five-sentence coaching explanation: describe the problem, give a movement choice, cite two positions and state one limitation of the paper model.

Make the thinking visible

Worked example or model response

“At C2 the receiver is behind the defender from the passer’s view. Moving to C4 creates a diagonal passing lane. The defender at B2 is no longer on that line. This creates an option, but a real defender might move to intercept.”

Guided practice

Place the passer at A1, receiver at C1 and defender at B1. Together propose a new receiver position that opens a lane, then describe the evidence.

Independent practice

Create a second diagram with one passer, two receivers and one defender. Mark one blocked lane and one open lane. Write the coaching explanation with position details and a model limitation.

Quick assessment

Why does standing farther from the defender not always create an open passing lane?

Answer key & assessment criteria

Answers and teaching guidance

  1. Guided: C3, C4 or another in-bounds position not collinear with A1–B1 can open a lane; explain using the positions rather than distance alone.
  2. Independent criteria: The diagrams match the written explanation, one path intersects the defender and another does not, two specific positions support the recommendation, and the model limitation is reasonable.
  3. Quick check: A player can move farther away while remaining directly behind the defender. Direction and the route matter as well as distance.

Look for: Assess tactical reasoning on paper. Do not rank learners by speed, strength or success in an actual sport.

Make it work for your learner

More support

Use a large grid with contrasting markers. Let the learner move a marker and dictate a position-based explanation.

Extension challenge

Move the defender after each choice and explain how a passer could keep two options available without assuming the defender stays still.

Selected contributions · Official sources

Standards connections

Subject-content alignment not yet verified

Supporting Common Core connection

W.6.2.b

Common Core · Grade 6

Develop a strategy explanation with concrete positional details.

Read the official standard ↗

The coaching explanation practices supporting informative writing with details. It does not verify physical-education content standards or establish physical performance proficiency.

Source and mapping checked 2026-11-04. This mini-lesson contributes selected skills; it does not claim full attainment.