Lesson 7 - Goalkeeping Skills and Positioning
Individual Control to Team Play
•Year 5
•Football
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How can goalkeepers use positioning and quick reactions to protect their goal effectively?
Learning Objectives
- To develop fundamental goalkeeping techniques including catching and positioning
- To understand how angle and positioning affect a goalkeeper's ability to make saves
- To apply quick decision-making skills in goalkeeping situations
Key Outcomes
- Students will demonstrate correct catching technique for high and low balls
- Students will position themselves effectively to narrow shooting angles
- Students will show improved reaction times and decision-making as goalkeepers
Equipment & Resources Required
Used for goals, boundaries, and positioning markers
Alternative: Markers, spots, or improvised markers using water bottles
Ensure balls are properly inflated for realistic bounces and catches
Alternative: Size 4 footballs, or tennis balls for students needing easier catching practice
Distributed to create clear team identification in games
Alternative: Coloured pinnies, different coloured shirts, or arm bands
Key Vocabulary
Positioning yourself in the goal so you're between the ball and the centre of the goal, narrowing the shooter's target
The stance goalkeepers use - knees bent, weight on balls of feet, hands ready, eyes on ball
Hand position for catching high balls - thumbs almost touching behind the ball, fingers spread wide
Imagining lines from each goalpost to the ball, and positioning yourself within that triangle
Moving closer to the shooter to reduce the amount of goal they can see and aim at
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of goal area and basic football rules
- Experience with moving and stopping in response to visual cues
Current Skills
- Correct hand positioning for high and low catches
- Understanding angle positioning relative to ball and goal
- Quick reaction training with hands starting from restrictive positions
Next Steps
- Advanced shot-stopping techniques including diving
- Distribution skills - throwing and kicking from goal
- Reading the game and organising defensive teammates
Milestone Indicators
Key Teaching Points
- Triangle positioning is fundamental - imagine lines from each goalpost to the ball
- Correct hand positioning varies by ball height - W shape for high, little fingers together for low
- Ready position essential - knees bent, weight on balls of feet, eyes on ball
- Communication between goalkeepers vital for two-goal games
- Quick reactions develop through practice with restrictive starting positions
- Angle positioning narrows goal target for shooters
- Decision-making improves through game pressure situations
Common Misconceptions
- Staying on goal line is safest - actually coming forward narrows angles better
- Catching any way works - specific hand positions prevent drops and injuries
- Goalkeeping is just about stopping shots - positioning prevents shots happening
- Only physical skills matter - communication and decision-making equally important
- Two goalkeepers means less work - requires more communication and organisation
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, regular movement breaks, specific roles to maintain focus
dyspraxia
- Larger equipment for easier handling, simplified movement patterns, extra demonstration and practice time
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet zone available if overwhelmed by game noise
visual impairment
- Use brightly coloured balls, provide verbal descriptions of positioning, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of all techniques, hand signals for communication, written instruction cards
physical disability
- Seated goalkeeping version using hands only, adapted equipment like larger balls, modified goal sizes
Cross-Curricular Links
Maths
Understanding angles and triangles in positioning, measuring distances for optimal setup, calculating success rates in catching
Science
Forces involved in ball trajectory and catching, reaction times and nervous system responses, physics of angle reduction
Geography
Spatial awareness and positioning, understanding directional movement and relative positions
PSHE
Leadership skills as goalkeeper, communication and teamwork, resilience when making errors, supporting teammates
Teacher Guidance
Positioning
Central position allowing visibility of all groups, move between activities to provide individual feedback
Observation Focus
Watch for correct catching technique, effective positioning relative to ball, and safe play throughout
Intervention Points
Step in if catching technique is unsafe, positioning is consistently poor, or game play becomes too intense
Demonstration Notes
Use exaggerated movements to show techniques clearly, involve students in demonstrations, repeat key points visually
Verbal Cues
- •'Make that W shape!'
- •'Stay in your triangle!'
- •'Light on your feet!'
- •'Watch the ball into your hands!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area, clear of obstacles, suitable for multiple small-sided games
Surface Check
Even surface free from holes, debris, or water hazards, suitable for running and diving movements
Equipment Safety
Safety Checks
- •Check all footballs are properly inflated and in good condition
- •Ensure cones have no sharp edges or broken pieces
- •Verify team bands are not too tight and won't cause injury
Risk Management
Key Risks
- •Collisions between players during games
- •Injury from poor catching technique or hard shots
- •Slips and falls when moving quickly to track ball
Risk Mitigation
- •Maintain adequate spacing between activity groups
- •Enforce underarm throwing only during catching practice
- •Ensure controlled shooting power appropriate for age group
- •Teach and reinforce safe goalkeeping techniques including safe falling
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple groups during skills practice
- •Monitor game intensity and intervene if play becomes too physical
- •Watch for student fatigue and provide breaks as needed
Emergency Procedures
Stop all activity immediately, assess injured student, provide appropriate first aid, contact school medical support if required