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Lesson 6 - Direction Changes with Hooks

Foundational Skills & Challenges

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Year 3

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Football

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45 min

Big Question

How can we use different parts of our foot to change direction quickly and escape from defenders?

Learning Objectives

To develop changing direction with the ball using an inside and outside hook
To apply turning skills in game situations to maintain possession
To demonstrate positive behaviour and respect during competitive activities

Key Outcomes

Students will perform inside and outside hooks with increasing control and confidence
Students will use turning skills effectively in small-sided games to create space
Students will show respect and positive behaviour when competing with others

Equipment & Resources Required

Softballs

1 per student (30)

Distribute balls around perimeter of teaching area for quick collection

Alternative: Size 3 footballs preferred for Year 3, tennis balls for reduced space

Cones

40-50 (minimum 10 listed)

Use bright colours for visibility, ensure stable placement on ground

Alternative: Markers, bibs, or chalk lines for boundaries

Key Vocabulary

Inside hook

Using the inside of the foot to pull the ball back behind you and change direction

Outside hook

Using the outside of the foot to pull the ball back behind you and change direction

Standing foot

The foot that stays on the ground to provide balance while the other foot moves the ball

Accelerate

To speed up quickly after making a turn to move away from danger

Possession

When your team has control of the ball

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball control and dribbling skills
Understanding of space and movement
Experience with simple turning movements

Current Skills

Inside hook technique for changing direction
Outside hook technique for changing direction
Accelerating out of turns to escape pressure

Next Steps

Combining different turns in sequence
Using turns under defensive pressure
Applying turns in competitive match situations

Milestone Indicators

Students can demonstrate both inside and outside hooks on command

Students accelerate effectively after completing a turn

Students choose appropriate turns in game situations

Key Teaching Points

Weight must be on standing foot before attempting either hook
Ball should be hooked back behind the body, not to the side
Acceleration after the turn is crucial for escaping defensive pressure
Both inside and outside hooks should be practiced with both feet
Soft touches maintain close control during dribbling and turning
Positive behaviour and respect enhance learning for everyone
Looking up during dribbling helps with spatial awareness and decision-making

Common Misconceptions

Thinking turning is just about changing direction - missing the tactical purpose of escaping pressure
Believing speed is more important than technique - leading to loss of control
Assuming only one type of turn is needed - not understanding value of having multiple options
Focusing only on individual skill - not seeing importance of teamwork in games
Thinking competitive activities are about winning at all costs - missing sportsmanship values

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and structure, regular movement breaks, immediate positive feedback

dyspraxia

Use larger balls for easier control, break down movements into smaller steps, extra practice time, simplified spatial arrangements

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet area available if needed, consistent rules and expectations

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for spatial guidance

hearing impairment

Use clear visual demonstrations, hand signals for key instructions, written task cards with diagrams

physical disability

Adapt turning techniques for different mobility levels, allow seated versions of activities, modify distances and speed requirements

Cross-Curricular Links

English

Following instructions, describing movements and techniques, expressing opinions during reflection

Maths

Measuring 7-metre distances for turning races, counting passes in possession games, calculating team scores

Science

Understanding forces and motion during direction changes, exploring friction between ball and surface, body mechanics during turning

Geography

Spatial awareness and navigation, understanding directions and orientation, mapping movement patterns

PSHE

Teamwork and cooperation, respect for others, dealing with competitive situations, positive communication

Teacher Guidance

Positioning

Central location during demonstrations, circulating between groups during practice, clear sight lines maintained

Observation Focus

Technical execution of turning skills, spatial awareness, positive behaviour, acceleration after turns

Intervention Points

Step in if technique is unsafe, if competitive behaviour becomes negative, or if students are struggling with concepts

Demonstration Notes

Use exaggerated movements for visibility, demonstrate both techniques with both feet, show common mistakes and corrections

Verbal Cues

•'Weight on standing foot!'
•'Hook it back behind you!'
•'Turn and accelerate!'
•'Soft touches for control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for whole group activities, smaller areas (5m x 5m) for possession games

Surface Check

Dry, level surface free from holes, debris, or slippery patches

Equipment Safety

Safety Checks

•Check footballs are properly inflated and have no damage
•Ensure cones are stable and not cracked
•Verify no sharp edges on any equipment

Risk Management

Key Risks

•Collisions between students during dribbling practice
•Slips and falls during turning movements
•Ball strikes to face or body
•Overexertion during competitive activities

Risk Mitigation

•Clear boundaries and adequate spacing between activities
•Progressive skill building from simple to complex
•Emphasis on control rather than speed initially
•Regular checks on student wellbeing and fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines across all activity areas
•Move between groups during game applications
•Monitor behaviour during competitive elements

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, contact school office if required