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Lesson 2 - Turning and Direction Change

Possession Play & Team Tactics

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Year 4

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Football

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45 min

Big Question

How can we use turns to outwit defenders and maintain possession in football?

Learning Objectives

To explore different types of turns when dribbling with the ball
To understand when and why to use turns to maintain possession
To develop control and accuracy when changing direction at speed

Key Outcomes

Students will be able to perform drag back and Cruyff turns with increasing control
Students will demonstrate understanding of when to turn to maintain possession
Students will show improved ball control when changing direction under pressure

Equipment & Resources Required

Softballs

1 per student (30)

Distributed around area perimeter for quick access

Alternative: Size 3 balls for better control, tennis balls for initial practice

Cones

20-25

Mark area boundaries and create defender obstacles

Alternative: Markers, bibs as boundary markers

Bibs

15 (3 colours)

For team identification in games

Alternative: Coloured bands, team markers

Markers

4 sets

Mark scoring areas for games

Alternative: Cones, posts for end zones

Key Vocabulary

Drag Back

A turn where the player uses the sole of their foot to pull the ball backwards then changes direction

Cruyff Turn

A deceptive turn where the player appears to pass or cross but instead cuts the ball back with the inside of their foot

Possession

Maintaining control of the ball for your team

Change of Direction

Altering the path of movement whilst maintaining ball control

Pressure

When a defender is close and threatening to take the ball

Skill Progression Pathway

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

Prior Learning

Basic dribbling skills with inside and outside of foot
Understanding of space and possession
Fundamental ball control techniques

Current Skills

Drag back turn technique
Cruyff turn technique
Decision making when to turn
Maintaining possession under pressure

Next Steps

Advanced turning techniques (step-over, cut)
Combining turns with shooting and passing
Using turns in competitive game situations

Milestone Indicators

Executes turns without losing ball control

Shows appropriate timing when turning

Demonstrates both turn techniques consistently

Makes good decisions under pressure

Key Teaching Points

Foot positioning is crucial for both turns - practice this element first
Body position and balance determine turn effectiveness
Turns must be practised slowly before adding speed and pressure
Decision making about which turn to use is as important as technique
Maintaining ball control throughout the turn is essential
Use turns to move into space, not towards defenders
Both turns require selling the initial movement to be effective

Common Misconceptions

Thinking turns are just about speed rather than technique and timing
Believing one turn is always better than the other instead of situation-dependent
Assuming turns only work when moving fast rather than from stationary positions
Thinking the ball should be far from the body during turns instead of close control
Believing turns are individual skills rather than team tactical elements

SEN Adaptations

ADHD

Shorter activity bursts with frequent changes, clear boundaries and rules, immediate positive feedback, movement breaks between instruction

dyspraxia

Larger, lighter balls for easier control, break down turns into smaller components, extra practice time, peer support partnership

autism spectrum

Clear routine structure, visual schedule of activities, quiet practice space available, consistent language and demonstrations

visual impairment

Use brightly coloured balls and equipment, provide verbal descriptions of all demonstrations, buddy system with sighted partner, use audible cues for direction changes

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for commands, ensure good sight lines for lip reading

physical disability

Seated turning practice using hands, modified ball sizes, adapted distances, alternative turning movements using wheelchair or mobility aids

Cross-Curricular Links

Maths

Angles and direction (90-degree turns), measuring distances for area setup, counting successful turns and game scores

Science

Forces and motion in turning movements, friction between ball and foot, body balance and stability during direction changes

Geography

Directional language (left, right, backwards, forwards), spatial awareness and positioning, mapping movement patterns

PSHE

Teamwork and cooperation, resilience when learning new skills, encouraging others and positive communication

Teacher Guidance

Positioning

Move around the area constantly to observe all students, position yourself where you can see the whole group during demonstrations

Observation Focus

Watch for correct foot positioning during turns, maintain eye contact with students for engagement, monitor ball control quality

Intervention Points

Step in when students struggle with technique, provide individual support during practice phases, manage competitive intensity

Demonstration Notes

Use exaggerated movements for clarity, show both correct and incorrect technique, repeat demonstrations as needed, use student examples when appropriate

Verbal Cues

•'Foot on top, not behind!'
•'Sell the fake!'
•'Turn into space, not towards defenders!'
•'Keep the ball close!'
•'Well done, that's exactly right!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear area for main activities, additional space for game variations

Surface Check

Dry, even grass or artificial surface free from holes, debris, or hazardous objects

Equipment Safety

Safety Checks

•Check footballs are correctly inflated and free from damage
•Ensure cones have no sharp edges or cracks
•Verify bibs are clean and in good condition
•Check goal markers are stable and visible

Risk Management

Key Risks

•Collisions between students during turning movements
•Slips and falls when changing direction at speed
•Ball strikes to face or body during games
•Overexertion during competitive activities

Risk Mitigation

•Clear boundaries established and communicated
•Adequate spacing between students during individual practice
•Progressive skill building from static to dynamic
•No contact rule during defender pressure activities
•Regular equipment checks throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around area to monitor technique and behaviour
•Watch for signs of fatigue or overexertion
•Monitor competitive activities for safe play

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school medical support if required