Lesson 2 - Ball Control Under Pressure
Foundational Skills & Confidence
•Year 7
•Football
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How can you maintain control of the ball while under pressure from opponents and demonstrate leadership to help your team keep possession?
Learning Objectives
- Combine skills to move while maintaining control of the ball
- Keep possession of the football more successfully under pressure
- Demonstrate leadership skills during team activities
Key Outcomes
- Students will demonstrate improved ball control while moving at speed
- Students will successfully maintain possession in small-sided games
- Students will show leadership qualities by communicating effectively and encouraging teammates
Equipment & Resources Required
Stored in equipment bag at side of area, distributed at start
Alternative: Size 3 balls for smaller students, tennis balls for initial practice
Used for marking lanes, areas and end zones - bright colours preferred
Alternative: Marker discs, corner flags, witches hats
5 red, 5 blue, 5 yellow for team identification
Alternative: Team bands, coloured t-shirts
For timing activities and rotation periods
Alternative: Phone timer, whistle with timing function
Key Vocabulary
The ability to receive, manipulate and move with the ball using different parts of the foot
Keeping control of the ball as a team without the opposition gaining control
Taking responsibility to guide, encourage and organise teammates effectively
Understanding of space, teammates and opponents around you
When opponents are close and trying to win the ball back
The target area where teams must stop the ball or pass to score
Moving into and using empty areas on the pitch effectively
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with stationary ball
- Simple passing between static players
- Understanding of football rules and safety
Current Skills
- Dynamic ball control whilst moving
- Possession under defensive pressure
- Leadership and communication in team situations
Next Steps
- Advanced dribbling techniques
- Tactical awareness in 11v11 games
- Coaching and mentoring younger students
Milestone Indicators
Key Teaching Points
- Constant movement is essential for maintaining possession - players must move after passing
- First touch should set up the second touch - control the ball in the direction you want to go
- Communication is vital - players must talk to teammates to coordinate possession
- Leadership can be shown through encouragement, organisation, and leading by example
- Keep your head up when dribbling to maintain awareness of teammates and opponents
- Support the player with the ball by creating passing options at different angles
- Quick decision-making under pressure improves with practice and confidence
Common Misconceptions
- Leadership only means being the loudest person - demonstrate that quiet organisation and encouragement are equally valuable
- Good possession means keeping the ball as long as possible - teach that quick passing often maintains possession better
- Only skilled dribblers can maintain possession - show how movement and passing are equally important
- Defenders should be avoided at all costs - teach how to use defenders to create space elsewhere
- Individual brilliance is more important than teamwork - emphasise collective success over individual glory
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, use high-energy activities to channel focus
dyspraxia
- Use larger balls initially, reduce complexity of movements, provide extra practice time for skill development
autism spectrum
- Maintain clear routines and structure, provide visual schedules, offer quiet zones for breaks if needed
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, implement buddy system for guidance
hearing impairment
- Use visual signals and hand gestures, provide written instructions on cards, ensure clear sight lines for lip reading
physical disability
- Adapt activities for wheelchair users with hands instead of feet, modify area sizes, provide seated coaching roles
learning difficulties
- Simplify instructions, repeat key points frequently, use demonstration and modelling extensively
Cross-Curricular Links
English
Communication skills, giving clear instructions, active listening to teammates
Maths
Calculating possession percentages, measuring distances for tactical positioning, timing activities in seconds
Science
Understanding forces in ball control, friction between foot and ball, cardiovascular response to exercise
Drama
Non-verbal communication, body language in leadership, performance under pressure
Geography
Spatial awareness and positioning, understanding directions and movement patterns across the pitch
PSHE
Leadership development, teamwork skills, resilience when losing possession, respect for opponents
Teacher Guidance
Positioning
Move between activity areas to provide maximum visibility, position at corners during games for full court view
Observation Focus
Watch for ball control technique, spatial awareness, quality of communication, and leadership behaviours
Intervention Points
Step in if possession activities become too physical, if leadership becomes negative, or if safety concerns arise
Demonstration Notes
Use students as positive examples during activities, exaggerate key teaching points for visibility, model excellent communication and encouragement
Verbal Cues
- •'Head up, scan the area!'
- •'Move after you pass!'
- •'Support your teammate!'
- •'Quick feet, soft touches!'
- •'Communicate with your team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 60m x 40m total space for all activities, with clear boundaries marked
Surface Check
Even grass or artificial surface, free from holes, debris or hazardous objects
Equipment Safety
Safety Checks
- •Footballs correctly inflated to appropriate pressure
- •Cones with no sharp edges or cracks
- •Bibs clean and in good condition
Risk Management
Key Risks
- •Collisions between students during dynamic activities
- •Ball strikes to face or body
- •Slips and falls on wet surfaces
- •Overexertion leading to fatigue or dehydration
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Progressive warm-up to prepare muscles and joints
- •Regular hydration breaks, especially in warm weather
- •Emphasis on controlled movement rather than maximum speed
- •Clear communication and awareness instructions
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all activity areas
- •Rotate between groups during small-sided activities
- •Monitor intensity levels and provide rest as needed
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact school medical support if required