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Lesson 3 - Consolidating Defending Techniques

Mastery in Individual & Team Play

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Year 6

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Football

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Big Question

How can we work as a team to defend effectively and prevent the opposition from creating scoring opportunities?

Learning Objectives

To consolidate and refine defending skills including pressuring, tackling, and marking
To understand and apply different defensive tactics including man-to-man marking
To develop understanding of defending terminology and when to apply different defensive strategies

Key Outcomes

Students will demonstrate effective individual defending skills in game situations
Students will work collaboratively to create and implement team defending tactics
Students will understand defending terminology and explain tactical decisions

Equipment & Resources Required

Softballs

1 per 4 students (8 total)

Place around pitch perimeter for quick access

Alternative: Size 4 balls for easier control if needed

Cones

Mark pitch boundaries, goals, and activity areas

Alternative: Markers or small flags

Goals

4 small goals or 8 cones

Position at appropriate ends of playing areas

Alternative: Use existing goalposts or create with cones

Bibs

15 (3 different colours)

Separate teams clearly for tactical awareness

Alternative: Coloured bands or team identification

Stopwatch

For timing activity phases and rotations

Alternative: Phone timer or whistle for time signals

Key Vocabulary

Pressure

Closing down the player with the ball to limit their time and space

Man-to-man marking

Each defender takes responsibility for marking a specific attacker

Tracking

Following an opponent's movement while maintaining defensive position

Counter-attack

Quick attacking move immediately after regaining possession

Recovery run

Sprinting back to regain defensive position after being beaten

Closing down

Reducing the space and time available to the player with the ball

Skill Progression Pathway

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

Prior Learning

Basic tackling techniques from previous units
Understanding of defensive positioning
Experience with 1v1 and 2v1 defending scenarios
Knowledge of basic football rules and fair play

Current Skills

Consolidating pressure and tackling techniques
Applying man-to-man marking in game situations
Developing team defensive strategies
Understanding counter-attacking opportunities

Next Steps

Advanced defensive formations and systems
Zonal marking strategies
Complex defensive transitions and pressing
Leadership roles in defensive organisation

Milestone Indicators

Consistently pressures ball carrier without diving in

Maintains proper defensive positioning throughout games

Communicates effectively with teammates during defensive phases

Recognises and responds to counter-attacking opportunities

Key Teaching Points

Pressure means controlled approach to ball carrier, not rushing in
Man-to-man marking requires staying goal-side while watching ball and opponent
Communication between defenders is essential for effective team defending
Timing of tackles is crucial - wait for ball to be away from attacker's feet
When possession changes, quickly switch from defending to attacking mindset
In outnumbered situations, delay and slow down attacks until help arrives
Defensive stance must be low, balanced, and ready to move in any direction

Common Misconceptions

Defending means always trying to win the ball immediately - actually good defending is often about delaying and positioning
Good defenders are aggressive - actually the best defenders are patient and controlled
Individual defending skills are most important - actually team communication and organisation matter more
Marking means standing right next to your opponent - actually you need space to react and intercept
When outnumbered, panic and rush to the ball - actually stay organised and force attackers to make decisions

SEN Adaptations

ADHD

Shorter activity bursts, frequent role changes, clear boundaries and expectations

dyspraxia

Simplified movements initially, extra practice time, visual and verbal cues combined

autism spectrum

Clear structure and routines, visual timetable of activities, quiet reflection zones available

visual impairment

Use brightly coloured bibs, verbal descriptions of tactics, buddy system for guidance

hearing impairment

Visual signals for game instructions, clear demonstrations, written tactical instructions

physical disability

Modified defending positions, seated or supported defending roles, adapted equipment

Cross-Curricular Links

Science

Understanding forces in tackling, body mechanics in defending movements, teamwork and systems

Geography

Spatial awareness and positioning, mapping movement patterns around the pitch

PSHE

Teamwork and cooperation, resilience when defending under pressure, respect and fair play

Teacher Guidance

Positioning

Move around all practice areas, spend time with each group, position to see all activities

Observation Focus

Quality of defending technique, communication levels, appropriate challenge intensity, tactical understanding

Intervention Points

Step in if defending becomes too aggressive, if students are struggling with concepts, if game flow breaks down

Demonstration Notes

Use clear, exaggerated movements for defending stance, show both correct and incorrect examples for comparison

Verbal Cues

•'Stay low and balanced!'
•'Pressure the ball!'
•'Talk to your teammate!'
•'Great timing on that tackle!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for main game, additional smaller areas for skill practice

Surface Check

Even grass or artificial surface, free from holes or hazards

Equipment Safety

Safety Checks

•Check footballs are properly inflated
•Ensure cones have no sharp edges or damage
•Goals or cone goals securely positioned
•Bibs/pinnies in good condition

Risk Management

Key Risks

•Collisions during defending
•Inappropriate tackling challenges
•Fatigue leading to poor decision-making
•Slips during quick directional changes

Risk Mitigation

•Emphasise controlled defending, no reckless challenges
•Clear boundaries and safe areas established
•Regular breaks and hydration
•Progressive skill building from simple to complex
•Constant supervision of contact levels

Supervision & Emergency Procedures

Supervision Points

•Position to observe all practice areas
•Move between groups during activities
•Monitor fatigue levels and game intensity
•Be ready to intervene if challenges become inappropriate

Emergency Procedures

Stop activity immediately, assess any injury, provide appropriate first aid, contact emergency services if required