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Lesson 4 - Attacking in Pairs

Team Strategy & Coordination

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Year 6

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Football

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1h 20min

Big Question

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

Softballs

15-20 (2 per group of 3-4)

Distributed around practice areas, extras available at equipment station

Alternative: Size 3 or 4 footballs depending on student size

Cones

40-50

Used for marking drill areas, goals, and boundaries

Alternative: Markers, bibs, or chalk lines

Goals

8-10

Various sizes to accommodate different skill levels

Alternative: Pop-up goals, cone goals, or wall targets

Bibs

15 (for team identification)

Two different colours for attacking/defending teams

Alternative: Different coloured tops

Stopwatch

For timing drill rotations and game periods

Alternative: Phone timer or watch

Key Vocabulary

Switch

When the player with the ball stops and allows their partner to run onto it while they fall behind

Swap

When the player without the ball leaves their current partner and joins behind another player

Rock and Roll

Partners face each other 5 yards apart, rolling ball between them and throwing back repeatedly

STEP Framework

Space, Task, Equipment, People - a method for modifying activities to increase or decrease difficulty

Attacking Pair

Two players working together to advance the ball and create scoring opportunities

Drill Adaptation

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

Pairs move in sync without verbal communication

Students confidently teach modified drills to others

Consistent creation of goal-scoring opportunities

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