⚽

Lesson 2 - Marking and Defensive Positioning

Tactical Attacking & Defending

•

Year 4

•

Football

•

Big Question

How can we use different types of marking to stop attackers from receiving the ball and scoring?

Learning Objectives

To understand and apply front marking techniques to prevent attacking players from receiving the ball
To demonstrate goalside marking when defending close to goal
To evaluate the effectiveness of different marking strategies in game situations

Key Outcomes

Students will successfully apply front and goalside marking in defensive situations
Students will understand when to use each type of marking strategy
Students will work collaboratively to implement defensive tactics in small-sided games

Equipment & Resources Required

Softballs

1 per 3 students (10 balls)

Placed around activity area perimeter for easy access

Alternative: Size 3 footballs for better control, tennis balls for indoor practice

Cones

22 cones

Used to mark boundaries, goals, and activity zones

Alternative: Bean bags, markers, or corner flags

Bibs

15 bibs (2 different colours)

One colour per team for easy identification

Alternative: Coloured bands or pinnies

Goals

4 small goals or 8 cones

Goals approximately 2m wide for small-sided games

Alternative: Target areas marked with cones or playground markings

Key Vocabulary

Front marking

Positioning yourself between the attacking player and the ball to prevent them from receiving a pass

Goalside marking

Positioning yourself between the attacking player and the goal to prevent them from having a clear shot

Closing down

Moving quickly towards an attacking player when they receive the ball to reduce their time and space

Channelling

Using your body position to force an attacker to move in a specific direction, usually away from goal

Intercepting

Reading the game to step in and win the ball when it's passed between opponents

Skill Progression Pathway

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

Prior Learning

Basic understanding of attack and defence roles
Simple ball control and dribbling skills
Awareness of space and positioning

Current Skills

Front marking technique and positioning
Goalside marking for goal defence
Decision-making about when to use each marking type

Next Steps

Team defensive strategies and communication
Pressing and counter-attacking
Advanced positioning in larger game formats

Milestone Indicators

Consistently maintains close contact with marked player

Correctly positions body between attacker and target

Makes appropriate marking decisions based on field position

Key Teaching Points

Front marking means positioning between the attacking player and the ball
Goalside marking means being between the attacking player and the goal
Use sideways stance to keep eyes on both ball and player when front marking
Close down attacking players quickly but stay in control
Communication with teammates is essential for good team defence
Channel attackers away from goal rather than diving in for tackles
Stay patient and maintain marking discipline throughout the game

Common Misconceptions

Students think they must always try to win the ball rather than maintaining good positioning
Confusion about when to use front marking versus goalside marking
Belief that marking means being directly behind the attacking player
Thinking that marking is only about following one player rather than team defensive shape
Misconception that defenders should always challenge for the ball immediately

SEN Adaptations

ADHD

Use shorter activity bursts with frequent changes, provide clear boundaries and expectations, offer movement breaks as needed

dyspraxia

Break down complex movements into smaller steps, provide extra practice time, use larger equipment for easier control

autism spectrum

Provide clear, consistent routines, use visual schedules for activity sequence, offer quiet space if needed for regulation

visual impairment

Use brightly coloured bibs and equipment, provide clear verbal descriptions of positioning, assign sighted partner for guidance

hearing impairment

Use visual signals and demonstrations, ensure clear sight lines for lip reading, use hand signals for communication

physical disability

Modify marking to seated or supported positions, use slower-paced activities, adjust distances and boundaries as needed

Cross-Curricular Links

Maths

Calculating distances and angles for positioning, measuring goal dimensions, timing activities and calculating averages

Science

Understanding forces and motion in channelling movements, exploring balance and centre of gravity in marking positions

Geography

Using directional language (behind, in front of, goalside), understanding spatial relationships and positioning

PSHE

Developing teamwork and communication skills, building resilience when facing challenges, showing respect for teammates and opponents

Teacher Guidance

Positioning

Move between groups during skill practice, position at side of games for full visibility, central position for demonstrations

Observation Focus

Watch for correct marking positioning, appropriate contact levels, communication between students, signs of fatigue or frustration

Intervention Points

Step in if students struggling with marking concept, if safety concerns arise, if games become too physical or competitive

Demonstration Notes

Show clear body positioning for both marking types, demonstrate at slow pace initially then normal speed, use students as positive examples when possible

Verbal Cues

•'Stay between your player and the ball!'
•'Get goalside - closer to goal than your attacker!'
•'Close down quickly but stay in control!'
•'Use your voice - talk to your teammates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for full lesson, additional space for multiple small games

Surface Check

Dry, even surface free from holes, stones, or other hazards

Equipment Safety

Safety Checks

•Check footballs are properly inflated and in good condition
•Ensure cones have no sharp edges or cracks
•Verify goals are stable and appropriate height
•Check bibs are clean and in good repair

Risk Management

Key Risks

•Collisions between students during marking activities
•Slips and falls on wet or uneven surfaces
•Overexertion leading to fatigue and poor decision-making
•Contact injuries during 1v1 and 3v3 games

Risk Mitigation

•Clear boundaries established for all activities
•Emphasis on controlled movement and appropriate contact
•Regular breaks and monitoring for fatigue
•Progressive skill building from simple to complex
•Clear rules about physical contact (staying close without grabbing)

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Monitor high-intensity activities particularly closely
•Watch for signs of fatigue or frustration
•Ensure quick access to first aid if needed

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or call for medical assistance, ensure other students are safe and supervised