Lesson 8 - Taking a Ball Towards Goal
Team Challenges & Skills
•Year 1
•Invasion Games
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How can we work together to score goals and help our team succeed?
Learning Objectives
- To develop skills in taking a ball towards goal
- To understand basic attacking and defending principles
- To demonstrate fair play and good sportsmanship
Key Outcomes
- Students will be able to move with a ball towards a target
- Students will demonstrate basic dodging and finding space
- Students will show understanding of team play and scoring
Equipment & Resources Required
Use for creating goals and boundaries throughout activities
Alternative: Bean bags, markers, chalk lines
Size 4 playground balls work best for Year 1 students
Alternative: Footballs, large tennis balls, bean bags
Two different colours needed for team identification
Alternative: Coloured bibs, different coloured cones to hold
Key Vocabulary
When your team has the ball and tries to score
When the other team has the ball and you try to stop them scoring
Moving quickly to avoid a defender
Empty areas on the playing field where there are fewer players
The target area where you try to score points
To catch or stop the ball when the other team passes it
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of sending and receiving
- Simple movement patterns like jogging and skipping
Current Skills
- Moving with a ball towards a target
- Dodging and finding space
- Basic defending positioning
- Team play and fair play principles
Next Steps
- More complex invasion game tactics
- Advanced dodging techniques
- Understanding of different attacking strategies
Milestone Indicators
Key Teaching Points
- Moving closer to goal makes scoring easier - demonstrate with simple examples
- Finding space away from defenders creates better opportunities - show empty areas
- Passing and moving keeps the team attack flowing - don't pass and stand still
- Defenders should watch both ball and attacker to intercept effectively
- Fair play and sportsmanship are more important than winning games
- After passing, immediately move to find a new position to help teammates
- Use different methods (rolling, throwing, kicking) depending on situation and rules
Common Misconceptions
- Misconception: 'I can only score from far away' - Truth: Being closer to goal makes scoring much easier
- Misconception: 'Defenders should always stay in goal' - Truth: Sometimes coming out to challenge attackers is better
- Misconception: 'After passing I should wait and watch' - Truth: Pass then immediately move to help team
- Misconception: 'The best player should always have the ball' - Truth: Sharing ball and working as team is more effective
- Misconception: 'Winning is most important' - Truth: Playing fairly and having fun matters more than winning
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear boundaries and consistent rules
dyspraxia
- Use larger, softer balls, allow extra practice time, provide additional demonstrations, reduce complexity of rules
autism spectrum
- Provide visual schedule of lesson activities, establish clear routines for equipment collection, offer quiet space if overwhelmed
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of positioning, pair with supportive buddy
hearing impairment
- Use clear visual demonstrations, hand signals for game instructions, ensure student can see teacher during explanations
physical disability
- Adapt goals to appropriate height, allow seated participation where appropriate, modify ball size or weight as needed
Cross-Curricular Links
Maths
Counting goals scored, measuring distances for goal setup, understanding concepts of closer/further
Science
Understanding forces when sending balls, recognising how bodies change during exercise
Geography
Spatial awareness, understanding directions and positioning on playing area
PSHE
Teamwork, fair play, managing emotions in competitive situations, celebrating others' success
Teacher Guidance
Positioning
Move around the outside of activities to maintain clear sight lines of all students
Observation Focus
Watch for fair play, spatial awareness, and appropriate competitive spirit
Intervention Points
Step in if students become over-competitive, if safety concerns arise, or if students need additional support with skills
Demonstration Notes
Use clear, exaggerated movements so all students can see key techniques. Include students in demonstrations where appropriate
Verbal Cues
- •'Find the space!'
- •'Pass and move!'
- •'Well done for good sportsmanship!'
- •'Keep it fair and fun!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum teaching area 20m x 30m with clear boundaries marked by cones
Surface Check
Ensure playing surface is dry, level and free from hazards like stones or holes
Equipment Safety
Safety Checks
- •Check playground balls are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify team bands are not too tight when worn
Risk Management
Key Risks
- •Collisions between students during games
- •Slips and falls when changing direction quickly
- •Ball strikes to face or body during throwing/kicking activities
Risk Mitigation
- •Establish clear boundaries and ensure adequate space between activities
- •Emphasise controlled movements and awareness of others
- •Teach appropriate ball handling techniques for safety
- •Monitor students' emotional responses to competition
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students simultaneously
- •Be alert during transition periods when students are moving
- •Watch for signs of frustration or over-competitive behaviour
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid support and follow school procedures