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Lesson 5 - Creating Goal Opportunities

Skills to Team Strategy

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Year 5

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Football

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Big Question

How can we use numerical advantages and tactical movement to create more goal scoring opportunities?

Learning Objectives

Combine skills effectively to create goal scoring opportunities
Understand and apply overload, overlap and underlap tactics
Demonstrate leadership skills during attacking and defending phases

Key Outcomes

Students will successfully combine passing, movement and positioning to create goal scoring chances
Students will explain and demonstrate overload situations with numerical advantages
Students will show leadership through communication, decision-making and supporting teammates

Equipment & Resources Required

Softballs

1 per 4 students (8 balls)

Distributed evenly across practice areas

Alternative: Size 3 balls for better control, tennis balls for skill practice

Cones

40-50 cones

For marking goals, boundaries and practice areas

Alternative: Flat markers, bibs as markers

Goals

7 small goals

1 goal per practice area, positioned at each end

Alternative: Cone goals (2 cones 2m apart), pop-up goals

Coloured Bibs

3 sets of 10 bibs

For team identification and group rotation

Alternative: Different coloured t-shirts, arm bands

Key Vocabulary

Overload

Having more attacking players than defending players in a specific area of the pitch

Overlap

A supporting player running past the ball carrier on the outside to receive a pass

Underlap

A supporting player running past the ball carrier on the inside to receive a pass

Penetration

Breaking through or behind the defensive line with the ball or a pass

Width

Using the full width of the playing area to stretch the defence

Support

Providing passing options for the player with the ball

Skill Progression Pathway

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

Prior Learning

Basic ball control with feet
Simple passing and receiving
Understanding of attacking and defending roles
Basic positional awareness

Current Skills

Combining multiple skills in sequence
Creating and exploiting overload situations
Understanding overlap and underlap movements
Demonstrating leadership in game situations

Next Steps

Advanced tactical formations
Complex set piece execution
Game management and strategy
Coaching and mentoring others

Milestone Indicators

Consistently creates goal scoring opportunities through skill combination

Recognises and exploits numerical advantages independently

Demonstrates clear leadership through communication and decision-making

Key Teaching Points

Overload situations create numerical advantages that must be exploited through quick passing and movement
Overlap and underlap runs create different problems for defenders and provide varied attacking options
Leadership in football requires communication, decision-making and supporting teammates under pressure
Width and penetration principles must be combined with support and mobility to break down defences
Defensive organisation becomes crucial when outnumbered - communication and compactness are key
Creativity and improvisation within tactical frameworks lead to unpredictable and effective attacking play
All students can demonstrate leadership regardless of technical ability through encouragement and tactical awareness

Common Misconceptions

Misconception: 'Overload means we will definitely score' - Reality: Numerical advantage must be used intelligently
Misconception: 'Overlap and underlap are the same thing' - Reality: One goes outside, one goes inside the ball carrier
Misconception: 'Only the best players can be leaders' - Reality: Leadership comes through communication and decision-making
Misconception: 'Defending with fewer players is impossible' - Reality: Good organisation can limit overload effectiveness
Misconception: 'Creativity means ignoring tactics' - Reality: Creative play works best within tactical understanding
Misconception: 'Leadership is only for team captains' - Reality: Everyone can show leadership in different moments

SEN Adaptations

ADHD

Shorter activity phases with more frequent changes, clear and immediate feedback, leadership roles to maintain engagement, movement-based learning emphasis

dyspraxia

Larger balls for easier control, simplified movement patterns initially, additional demonstration and practice time, focus on tactical understanding over technical precision

autism spectrum

Clear routine structure for rotations, visual tactics boards available, quiet zone for breaks if needed, consistent coaching language and signals

visual impairment

Use brightly coloured balls and equipment, provide clear verbal descriptions of tactical movements, buddy system with sighted peer for positioning guidance

hearing impairment

Visual demonstrations of all tactical concepts, hand signals for coaching points, written tactical diagrams available, peer support for instruction clarity

physical disability

Modified overload numbers (2v1 instead of 3v1), seated or adapted movement versions, focus on tactical understanding rather than physical execution

Cross-Curricular Links

English

Technical vocabulary development (overload, overlap, underlap), clear communication skills, listening and following instructions, expressing tactical ideas

Maths

Understanding numerical advantages (6v4, 4v2, 3v1), calculating overload ratios, measuring distances for overlap runs, time management during activities

Science

Forces and motion in ball travel, acceleration and deceleration during runs, understanding momentum in player movement, effect of angles on passing accuracy

Geography

Spatial awareness and positioning, understanding directions and angles, mapping movement patterns, use of space and area concepts

PSHE

Leadership skills development, teamwork and cooperation, resilience when facing numerical disadvantage, positive communication and encouragement

Teacher Guidance

Positioning

Central position to observe all practice areas, move between groups during activities, corner position during full games for maximum visibility

Observation Focus

Look for tactical understanding through movement patterns, assess leadership through communication and decision-making, monitor technical skill application under pressure

Intervention Points

Step in when students struggle with tactical concepts, provide additional demonstration for overlap/underlap movements, support defensive organisation when overwhelmed

Demonstration Notes

Use student demonstrations whenever possible to show good examples, exaggerate movements for clarity during tactical explanations, provide live coaching during game situations

Verbal Cues

•'Create space, use the overload!'
•'Communicate with your teammates!'
•'Look for the overlap run!'
•'Defenders, stay compact!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 60m for full games, additional space for multiple practice areas

Surface Check

Dry, even grass or artificial surface free from hazards and debris

Equipment Safety

Safety Checks

•Goals properly anchored or weighted down
•Footballs correctly inflated and checked for damage
•Cones without sharp edges or cracks

Risk Management

Key Risks

•Collisions during dynamic overload situations
•Injuries from sliding or changing direction quickly
•Ball strikes during close proximity exercises

Risk Mitigation

•Clear boundaries established for all practice areas
•Adequate spacing between different game areas
•Progressive skill building from 3v1 to 6v4
•Regular rotation to prevent fatigue

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple practice areas simultaneously
•Monitor high-intensity game phases closely
•Check for signs of fatigue during competitive phases

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route identified