Lesson 2 - Marking and Defensive Positioning
Tactical Attacking & Defending
•Year 4
•Football
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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
Placed around activity area perimeter for easy access
Alternative: Size 3 footballs for better control, tennis balls for indoor practice
Used to mark boundaries, goals, and activity zones
Alternative: Bean bags, markers, or corner flags
One colour per team for easy identification
Alternative: Coloured bands or pinnies
Goals approximately 2m wide for small-sided games
Alternative: Target areas marked with cones or playground markings
Key Vocabulary
Positioning yourself between the attacking player and the ball to prevent them from receiving a pass
Positioning yourself between the attacking player and the goal to prevent them from having a clear shot
Moving quickly towards an attacking player when they receive the ball to reduce their time and space
Using your body position to force an attacker to move in a specific direction, usually away from goal
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
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