Lesson 2 - Turning and Direction Change
Possession Play & Team Tactics
•Year 4
•Football
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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
Distributed around area perimeter for quick access
Alternative: Size 3 balls for better control, tennis balls for initial practice
Mark area boundaries and create defender obstacles
Alternative: Markers, bibs as boundary markers
For team identification in games
Alternative: Coloured bands, team markers
Mark scoring areas for games
Alternative: Cones, posts for end zones
Key Vocabulary
A turn where the player uses the sole of their foot to pull the ball backwards then changes direction
A deceptive turn where the player appears to pass or cross but instead cuts the ball back with the inside of their foot
Maintaining control of the ball for your team
Altering the path of movement whilst maintaining ball control
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
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