Lesson 6 - Direction Changes with Hooks
Foundational Skills & Challenges
•Year 3
•Football
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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
Distribute balls around perimeter of teaching area for quick collection
Alternative: Size 3 footballs preferred for Year 3, tennis balls for reduced space
Use bright colours for visibility, ensure stable placement on ground
Alternative: Markers, bibs, or chalk lines for boundaries
Key Vocabulary
Using the inside of the foot to pull the ball back behind you and change direction
Using the outside of the foot to pull the ball back behind you and change direction
The foot that stays on the ground to provide balance while the other foot moves the ball
To speed up quickly after making a turn to move away from danger
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
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