Lesson 4 - Attacking in Pairs
Team Strategy & Coordination
•Year 6
•Football
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How can two players work together more effectively than one player alone to create and finish scoring opportunities?
Learning Objectives
- Devise and perform attacking drills that develop pair work and shooting
- Use the STEP framework to modify and teach skills to others
- Apply attacking pair skills effectively in game situations
Key Outcomes
- Students will demonstrate coordinated attacking movements with a partner
- Students will successfully adapt drills using STEP principles and teach them to peers
- Students will show improved tactical awareness in 4v4 game scenarios
Equipment & Resources Required
Distributed around practice areas, extras available at equipment station
Alternative: Size 3 or 4 footballs depending on student size
Used for marking drill areas, goals, and boundaries
Alternative: Markers, bibs, or chalk lines
Various sizes to accommodate different skill levels
Alternative: Pop-up goals, cone goals, or wall targets
Two different colours for attacking/defending teams
Alternative: Different coloured tops
For timing drill rotations and game periods
Alternative: Phone timer or watch
Key Vocabulary
When the player with the ball stops and allows their partner to run onto it while they fall behind
When the player without the ball leaves their current partner and joins behind another player
Partners face each other 5 yards apart, rolling ball between them and throwing back repeatedly
Space, Task, Equipment, People - a method for modifying activities to increase or decrease difficulty
Two players working together to advance the ball and create scoring opportunities
Modifying practice activities to suit different skill levels or objectives
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control and dribbling skills
- Simple passing and receiving techniques
- Understanding of basic attacking principles
Current Skills
- Coordinated pair movement and communication
- STEP framework application and peer teaching
- Tactical decision-making in small-sided games
Next Steps
- Advanced combination play with multiple players
- Defending against pair attacks
- Leadership and coaching roles in larger groups
Milestone Indicators
Key Teaching Points
- Pair coordination improves through communication and practice
- STEP framework provides systematic approach to skill adaptation
- Teaching others deepens own understanding
- Attacking success requires timing, positioning, and decision-making
- Different roles require different skills and awareness
- Progressive practice leads to game application
- Reflection consolidates learning and identifies improvement areas
Common Misconceptions
- Thinking faster movement always means better attacking - emphasise control and timing
- Believing individual skill is more important than pair coordination - highlight partnership benefits
- Assuming STEP changes are just about making things harder - explain appropriate challenge levels
- Expecting immediate success in teaching others - emphasise that teaching is a skill requiring practice
- Thinking defenders are passive - show active defending requires coordination too
SEN Adaptations
ADHD
- Break activities into shorter segments, provide immediate feedback, use kinesthetic learning opportunities
dyspraxia
- Allow extra practice time, break down movements into smaller steps, use larger equipment for easier coordination
autism spectrum
- Provide clear routines and structure, use visual schedules for lesson sections, offer quiet space if needed
visual impairment
- Use brightly coloured balls and equipment, provide clear verbal descriptions of all movements, assign sighted partner for guidance
hearing impairment
- Use visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication
physical disability
- Adapt to seated or supported positions, modify distances and equipment size, focus on decision-making and tactical elements
Cross-Curricular Links
English
Technical vocabulary development, clear communication during teaching, following and giving instructions accurately
Maths
Counting passes in sequence, measuring distances for drill setup, calculating angles for passing, timing activities and rotations
Science
Understanding forces in passing and movement, analysing biomechanics of coordinated movement, heart rate changes during activity
PSHE
Cooperation and teamwork, leadership skills through teaching others, resilience when learning new skills, respect for different abilities
Teacher Guidance
Positioning
Central position during demonstrations, mobile during group work to support and encourage
Observation Focus
Partner coordination, technical accuracy, understanding of STEP principles, safety awareness
Intervention Points
When pairs lose coordination, when drills become unsafe, when groups struggle with STEP adaptation
Demonstration Notes
Use two confident students to demonstrate pair techniques, show common mistakes and corrections, emphasise timing and communication
Verbal Cues
- •'Work together!'
- •'Show me perfect timing!'
- •'Think STEP - what can you change?'
- •'Teach it clearly!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m for full lesson, additional space for multiple drill stations
Surface Check
Level grass or artificial surface, free from holes, debris, or wet patches
Equipment Safety
Safety Checks
- •Footballs properly inflated and in good condition
- •Cones with no sharp edges or cracks
- •Goals stable and properly anchored
- •No loose equipment in playing areas
Risk Management
Key Risks
- •Collisions between pairs during movement activities
- •Ball strikes to face or body during passing
- •Slips and falls during direction changes
- •Equipment-related injuries from poor setup
Risk Mitigation
- •Clear spacing between working pairs established
- •Progressive skill introduction from static to dynamic
- •Emphasis on controlled rather than powerful passing
- •Regular safety reminders during activities
- •Immediate stop signals established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all working areas
- •Move actively between groups during independent work
- •Monitor energy levels and adjust intensity accordingly
- •Watch for fatigue affecting coordination and safety
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required