Lesson 3 - Defensive Tackling and Ball Control
Tactical Attacking & Defending
•Year 4
•Football
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How can we use our body position and technique to safely win the ball back from an opponent?
Learning Objectives
- To perform a standing tackle technique to dispossess an attacker safely
- To apply defensive tackling skills in game scenarios with confidence
- To describe and demonstrate the key aspects of effective tackling
Key Outcomes
- Students will be able to execute a standing tackle using correct body position and foot placement
- Students will demonstrate marking and tackling skills in small-sided games
- Students will understand the safety considerations and rules of tackling in football
Equipment & Resources Required
Distribute around activity areas, have spares ready
Alternative: Tennis balls for smaller groups or increased difficulty
Mark out channels 3-4 metres wide and game boundaries
Alternative: Markers, bibs, or chalk lines
For distinguishing teams in game situations
Alternative: Different coloured shirts or armbands
Position at ends of playing areas for game activities
Alternative: Cones for goal posts, marked lines on walls
Key Vocabulary
A defensive technique where you stay on your feet to block or win the ball
To take the ball away from an opponent legally
How you position yourself in relation to the ball and opponent
Forcing an attacker to move in a specific direction
Ready position for defending with knees bent and weight on balls of feet
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dribbling with inside and outside of foot
- Understanding of marking and positioning
- Experience playing small-sided games
Current Skills
- Standing tackle technique
- Defensive body positioning
- Ball-watching and timing
- Safe tackling practices
Next Steps
- Sliding tackles in appropriate situations
- Intercepting passes
- Defensive partnerships and communication
- Advanced 1v1 defending
Milestone Indicators
Key Teaching Points
- Safety is the absolute priority - emphasise staying on feet throughout
- Technique over aggression - use side of foot like a gentle pass
- Body position is crucial - knees bent, balanced, slight angle approach
- Watch the ball not the player - timing depends on reading the ball
- Build confidence gradually through progressive practice structure
- Celebrate defensive play equally with attacking success
- Link to game situations but maintain technique focus
Common Misconceptions
- Students think tackling means kicking hard - correct with 'passing the ball away' concept
- Belief that bigger/stronger players are automatically better defenders - emphasise technique and positioning
- Misconception that tackling is about winning at all costs - reinforce fair play and safety
- Thinking that good tacklers are aggressive - demonstrate that calmness and timing are key
- Assumption that sliding tackles are better - explain standing tackles are safer and more controlled
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, immediate positive feedback for appropriate behaviour
dyspraxia
- Extra practice time, simplified instructions, larger targets and easier success opportunities
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet zone available if needed
visual impairment
- Use brightly coloured balls, verbal descriptions of all demonstrations, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for key instructions, written technique reminders
physical disability
- Adapted tackling from seated position, modified rules for participation, focus on understanding concepts
Cross-Curricular Links
English
Following instructions, using specific vocabulary, describing techniques to others
Maths
Counting successful tackles, calculating success rates, measuring distances for channels
Science
Understanding forces in tackling, balance and centre of gravity, reaction times
Geography
Spatial awareness, positioning and angles of approach, mapping movement patterns
PSHE
Teamwork and cooperation, managing competitive emotions, respecting opponents
Teacher Guidance
Positioning
Move around the teaching area to observe all students, particularly during partner work
Observation Focus
Watch for correct body position, safe tackling technique, and appropriate contact levels
Intervention Points
["Step in if students using dangerous technique", "Support struggling students with individual demonstration", "Manage competitive emotions in game situations"]
Demonstration Notes
Demonstrate all techniques slowly first, then at normal speed. Use student volunteers to show good examples
Verbal Cues
- •'Stay on your feet!'
- •'Watch the ball, not the player!'
- •'Use the side of your foot like a pass!'
- •'Get close but stay balanced!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m, clear of obstacles with safe run-off areas
Surface Check
Dry, even surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Check footballs are correctly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify bibs are clean and appropriate size
Risk Management
Key Risks
- •Collisions during tackling practice
- •Falls when attempting to tackle
- •Overenthusiastic or dangerous tackling
- •Frustration leading to inappropriate contact
Risk Mitigation
- •Emphasise staying on feet throughout lesson
- •Progress gradually from walking to jogging pace
- •Clear boundaries and appropriate spacing
- •Continuous supervision and technique correction
- •Stop activity immediately if unsafe behaviour observed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during partner work
- •Move between groups during practice activities
- •Monitor competitive games closely for safety
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact office if needed