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Lesson 5 - Outwitting Opponents

Foundational Skills & Confidence

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Year 7

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Football

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Big Question

How can intelligent decision-making and tactical awareness help you outwit opponents in football?

Learning Objectives

To develop understanding and knowledge of how to outwit an opponent using the skills learnt
To understand and appreciate the need to make decisions about choice of technique and refining ideas when unsuccessful
To select the correct skill for the situation

Key Outcomes

Students will demonstrate effective decision-making by selecting appropriate techniques to outwit opponents
Students will show understanding of attacking principles through successful game application
Students will evaluate their own and others' performance to refine tactical choices

Equipment & Resources Required

Softballs

1 per 2 students (minimum 15)

Distribute balls around playing area perimeter for quick access

Alternative: Size 4 footballs for smaller students or indoor footballs for sports hall

Bibs

3 sets of different colours (10 per set)

Organise by colour for quick team identification - keep spare set available

Alternative: Coloured bands or team markers

Throw Down Markers

20-30

Use to mark end zones, pitch boundaries, and warm-up areas

Alternative: Spot markers, bean bags, or chalk marks

Goals

4-6 (mixture of sizes)

Set up larger goals for main games, smaller goals for skill development activities

Alternative: Cone goals (2 cones 2-4 metres apart) or marked areas on walls

Cones

40-50

Use to create pitch boundaries, end zones, and practice areas - ensure no sharp edges

Alternative: Throw down markers or natural boundaries

Score Sheets

1 per student plus teacher copies

Attached to clipboards for easy use during practical sessions

Alternative: Digital assessment on tablets or verbal assessment prompts

Stopwatch

Essential for timing activities and managing lesson pace

Alternative: Phone timer or visible clock

Whistles

Use for clear start/stop signals and safety management

Alternative: Voice commands for smaller groups

Key Vocabulary

Outwitting opponents

Using intelligent movement, skills, and decision-making to gain advantage over defenders

Decision making

The ability to quickly assess a situation and choose the most effective action

Technique selection

Choosing the right skill for the specific game situation you face

Attack principles

The key concepts that make attacking play effective: width, depth, pace, support, penetration

Width in attack

Spreading play across the full width of the pitch to stretch the defence and create space

Pace of play

The speed at which the ball is moved and decisions are made

Support play

Positioning yourself to provide passing options for the player with the ball

Ball movement

How quickly and effectively the ball is transferred between players to create opportunities

Defensive positioning

Where defenders position themselves to prevent attackers from scoring

Floaters

Players who support whichever team has possession, creating overload situations

End zones

Target areas at each end of the playing area where teams aim to score

Attacking bias

A game format with more attackers than defenders to encourage offensive play

Skill Progression Pathway

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

Prior Learning

Basic football skills including passing, dribbling, and shooting
Understanding of basic attacking and defending concepts
Experience working in small-sided games
Knowledge of safe warm-up principles

Current Skills

Advanced decision-making in game situations
Selecting appropriate techniques to outwit opponents
Understanding and applying attacking principles (width, pace, support)
Evaluating and refining tactical choices
Leading student-led warm-ups

Next Steps

Advanced tactical formations and systems of play
Complex combination play and set pieces
Tournament play and competitive match situations
Coaching and leadership roles

Milestone Indicators

Consistently selects appropriate technique for game situations

Demonstrates understanding of attacking principles through successful play

Shows ability to adapt tactics when initial approach is unsuccessful

Leads team discussions about tactical choices

Provides constructive feedback to peers on decision-making

Key Teaching Points

Decision-making quality is more important than speed - emphasise thinking before acting, scanning before receiving, recognising options
Attacking principles work together not in isolation - width creates space, support provides options, pace exploits space, penetration scores goals
Numerical advantage is wasted without intelligent use - teach students to recognise overload situations and exploit them through positioning and movement
First touch sets up all subsequent actions - quality control allows quick decisions; poor control eliminates options
Communication is essential for team success - calling for ball, directing teammates, organising defence requires constant verbal interaction
Unsuccessful tactics require adaptation not repetition - resilience means trying different approaches when first choice doesn't work
Off-ball movement is as important as on-ball skill - creating space, supporting teammates, and intelligent positioning determines success

Common Misconceptions

Misconception: 'Good football is about individual skill and beating opponents 1v1.' Correction: Emphasise that intelligent team play and decision-making outwits opponents more effectively than individual skill alone. Use examples from games where quick passing broke down defence vs unsuccessful dribbling.
Misconception: 'More players near the ball means more chance of scoring.' Correction: Demonstrate how congestion limits options; teach that spread-out positioning (width) creates more space and better opportunities. Use freeze moments to show crowded vs spread attacking shapes.
Misconception: 'The player with the ball makes all decisions.' Correction: Explain that off-ball players create options through movement and positioning - decision-making is collective. Highlight support players who created scoring opportunities without touching ball.
Misconception: 'Attacking means always moving forward towards goal.' Correction: Teach that sometimes backwards or sideways passes create better forward opportunities - patience in build-up. Show examples where 'negative' pass led to positive outcome.
Misconception: 'Touch restrictions make the game harder and less successful.' Correction: Explain that touch limits force quicker, better decisions and more team play - often leading to better football. Compare quality of play in 3-touch vs unlimited touches.
Misconception: 'Defenders just chase the ball and try to tackle.' Correction: Teach that organised defending with good positioning and shape is more effective than chasing - discipline beats aggression. Praise defenders who held position successfully.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement and focus; clear boundaries and rules with visual reminders; regular movement breaks built into lesson naturally; immediate feedback and positive reinforcement; assign specific active roles (e.g., floater, target player) reducing waiting time; use of timers creating urgency and focus; allow fidget tools during instruction if helpful; position near teacher for gentle refocusing; break instructions into small chunks; celebrate effort and improvement not just outcomes; structured choices rather than open-ended tasks

dyspraxia

Larger, lighter balls for easier control; reduced complexity in skills - break down into smaller steps; extra practice time before adding pressure; simplified rules in games; reduce speed of play initially then build up; visual demonstrations with step-by-step breakdown; wall/rebound practice before moving balls; specific footwork patterns practiced in isolation; use of markers on ground for foot placement; reduced playing area for easier spatial management; allow extra thinking time for decision-making; partner support for coordination activities; celebrate small improvements in motor control

autism spectrum

Clear visual schedule showing lesson structure and timings; consistent routine and predictable format; advance warning of transitions ('in 2 minutes we're moving to...'); quiet zone available if sensory overload occurs; clear, literal language avoiding idioms; visual cues/symbols for key instructions; reduced sensory input options (e.g., play without competing if noise/chaos overwhelming); structured roles with clear expectations; social stories about football/teamwork available; allow regulation breaks if needed; visual timer showing activity duration

visual impairment

Use brightly coloured balls (yellow, orange) with high visibility bibs; verbal cues constant and descriptive ('ball coming to your left'); buddy system with sighted partner for warm-up and initial activities; tactile markers for boundaries using different textures; reduce playing area size for easier navigation; sound-enabled balls if available; position VI student in specific zones where they can succeed (e.g., as side floater receiving clear passes); clear verbal descriptions of demonstrations; use student's name before passing ball to them

hearing impairment

Visual demonstrations essential - exaggerated clear movements; use of visual signals for start/stop (hand raise, flag) instead of just whistle; written instructions or visual prompt cards on sideline; ensure student can see teacher's face for potential lip-reading; buddy system for communication support; teach basic sports sign language to class (pass, shoot, space); position HI student where they can see teacher and peers clearly; use vibrating alert device for attention if available

physical disability

Seated/wheelchair version of activities - wheelchair football adaptations; modified equipment - lighter balls, larger balls for easier control; adapted distances - closer targets, smaller playing areas; allow use of hands if lower limb disability; specialist equipment if available (e.g., frame for standing support); ensure accessible routes around playing area; adapted goals at appropriate height; specific role in games that plays to strengths (e.g., goalkeeper, tactical advisor); additional adult support for physical movements if required

Cross-Curricular Links

English

Developing subject-specific vocabulary (outwitting, decision-making, attacking principles); articulating tactical understanding in plenary discussions; listening skills during instruction and peer feedback; oracy skills when leading warm-ups or discussing tactics; sequencing when explaining decision-making process; persuasive language when suggesting tactics to teammates; evaluative language in assessment ('I can...', 'I need to...')

Maths

Calculating attacking advantage ratios (8v4, 8v5, 7v5) and understanding numerical superiority; geometry of passing angles and support positions creating triangles; measuring distances for effective support play (5-10m optimal); data collection during self-assessment (thumbs up/middle/down percentages); timing activities in seconds and minutes; spatial awareness relating to coordinate systems

Science

Cardiovascular system response to exercise - heart rate increase during warm-up and decrease during cool-down; muscular system - dynamic vs static stretching and effects on muscles; energy systems - aerobic work during games, anaerobic during sprints; forces applied when kicking ball - force, direction, outcome; friction between boot and ball/surface; levers in body during kicking action; effects of exercise on breathing rate and oxygen demand; recovery and importance of cool-down for removing lactic acid

Computing

Decision-making algorithms - if/then logic ('if defender close, then pass; if space ahead, then dribble'); pattern recognition in game situations; data analysis from self-assessment results; video analysis if games recorded; understanding of inputs (game situation) and outputs (skill selection); sequential thinking in build-up play

Geography

Spatial awareness and use of space on playing area; directional language (forward, backward, lateral, diagonal); mapping movement patterns and attacking plays; understanding of zones and areas (end zones, defensive third, attacking third); scale when discussing pitch dimensions; positional awareness relating to coordinate understanding

PSHE

Teamwork and cooperation in game situations; resilience and perseverance when tactics unsuccessful; managing emotions during competitive play; leadership skills through student-led warm-ups; communication skills - giving and receiving feedback; respect for teammates and opponents; honesty in self-assessment; empathy when supporting struggling teammates; goal-setting for improvement; celebrating diversity of abilities within team; conflict resolution when disagreements occur during games

Teacher Guidance

Positioning

During warm-up: central position where all student-led groups visible. During skill development (Target game): position on touchline with clear view of central 3v3 area and side floaters - move along line for different angles. During game application: position behind goal or on touchline centrally to observe attacking patterns and defensive organisation - avoid staying in one spot, move to see from multiple angles. During cool-down and reflection: within circle as part of group, not separated. Overall: prioritise visibility of all students at all times; position where you can intervene quickly; avoid standing with back to active students.

Observation Focus

Watch for: 1) Skill selection - are students choosing appropriate techniques for situations? 2) Decision-making quality - speed and accuracy of decisions under pressure. 3) Application of attacking principles - width, support, pace, ball movement. 4) Technique execution quality - first touch, passing accuracy, ball control. 5) Communication and teamwork - calling for ball, encouraging teammates. 6) Safety - appropriate physical contact, spatial awareness, signs of fatigue. 7) Engagement and effort across all ability levels. 8) Differentiation effectiveness - are adaptations working? Use Head/Hands/Heart framework: cognitive understanding (Head), physical execution (Hands), social-emotional responses (Heart).

Intervention Points

Intervene immediately if: unsafe play occurs (dangerous tackling, excessive physical contact), student injury or distress observed, students not following instructions creating chaos, bullying or negative behaviour towards peers, equipment malfunction creating hazard. Pause and coach if: students struggling with concept after repeated attempts, common misconceptions evident across class, activity too easy/hard for majority requiring adjustment, teachable moment arises (excellent example to share or error to correct). Use freeze technique: whistle, 'FREEZE!', highlight teaching point, resume. Balance intervention with game flow - don't over-coach during games, allow problem-solving.

Demonstration Notes

Demonstrate: All new activities before students attempt - clear, exaggerated movements so all can see. Use student demonstrations where possible to promote peer learning and confidence. Demonstrate both correct technique and common errors (show wrong way, then right way - contrast clear). Position demonstration area where all students can see - semi-circle around you. For complex skills, break down into steps and demonstrate each. Use freeze moments in games to demonstrate tactical concepts - 'Look at this positioning', 'See this decision point'. Accompany all demonstrations with clear verbal explanation. Check understanding: 'Show me the ready position', 'Who can demonstrate what good support looks like?'. When demonstrating decision-making, think aloud: 'I can see space on the left, three defenders central, so I'm choosing to pass wide - that's intelligent play'.

Verbal Cues

•'Heads up, scan the space!' - encourage awareness
•'Quick feet, soft touches!' - promote close control
•'Find the space, use the width!' - tactical reminder for attacking principles
•'Support angles, show for the ball!' - encourage off-ball movement
•'Quality pass, right weight!' - reinforce good technique
•'Think before you receive!' - promote pre-planning decisions
•'Defenders, hold your shape!' - tactical instruction for defending
•'One more pass, create a better chance!' - encourage patience in build-up
•'Brilliant decision, perfect choice!' - positive reinforcement of good decision-making
•'What's the picture? What do you see?' - encourage scanning and reading game

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for main game application, with additional 30m x 20m for skill development activities. Total space required approximately 60m x 40m or equivalent sports hall. Clear run-off space of minimum 2m around all activity areas. Adequate height clearance if using indoor space (minimum 4m ceiling height).

Surface Check

Playing surface must be even, dry, and free from hazards. Check for: holes, divots, wet patches, debris, loose stones, or uneven ground. Indoor: ensure floor is dry and clean with no slippery areas. Outdoor: grass should be appropriate length (not too long to trip, not too short/hard). Markings/lines should be flat with no trip hazards. Any identified hazards must be removed or area cordoned off before lesson begins.

Equipment Safety

Safety Checks

•All footballs checked for correct inflation - not over-inflated (risk of injury) or under-inflated (poor performance)
•Cones inspected for sharp edges, cracks, or damage - damaged cones removed from use
•Goals secured and stable - full-size goals must be anchored, pop-up goals weighted/pegged
•Bibs clean and appropriate size - no tears that could cause entanglement
•Throw down markers flat on ground with no curled edges creating trip hazards
•No metal or hard equipment in playing area that could cause impact injuries
•Balls stored safely when not in use - not creating trip hazards on sidelines
•Assessment materials and teacher equipment positioned safely outside playing area

Risk Management

Key Risks

•Collisions between students during games - especially in congested areas or when competing for ball
•Slips and falls on playing surface - particularly during quick changes of direction
•Ball strikes to head, face, or body - from shots, passes, or deflections
•Overexertion and fatigue - particularly in high-intensity game phases
•Muscle strains from inadequate warm-up or over-stretching
•Trips over equipment, other students' feet, or surface irregularities
•Contact injuries from tackling or physical challenges
•Dehydration in warm conditions during extended activity
•Pre-existing medical conditions (asthma, diabetes, etc.) exacerbated by exercise

Risk Mitigation

•Comprehensive warm-up including cardiovascular work and dynamic stretching to prepare muscles
•Clear boundaries established and enforced - students understand playing area limits
•Adequate spacing between students during warm-up and skill practices - minimum 2m personal space
•Progressive skill building from unopposed to opposed to game situations - gradual intensity increase
•Numerical advantages in games (8v4, 8v5, 7v5) reduce defensive pressure and collision likelihood
•Clear rules about physical contact - football is non-contact, tackling must be for ball not player
•Regular hydration breaks, especially in warm weather - water accessible throughout
•Touch restrictions (3-touch, 2-touch, 1-touch) reduce time on ball and pressure/collision risk
•Floaters positioned safely on sidelines in marked zones away from out-of-bounds areas
•Appropriate footwear enforced - football boots or trainers, no jewellery, long hair tied back
•Differentiation allows students to work at appropriate level reducing over-exertion risk
•Cool-down phase ensures safe recovery and gradual heart rate reduction

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned for maximum visibility - central location or moving along touchline
•Continuous scanning of all activity areas, not fixating on one group/ball
•Monitor high-activity areas where collisions more likely - goal mouths, congested midfield
•Watch for signs of fatigue, overheating, or distress in individual students
•Position to clearly see all students, especially those on periphery or with SEND who may need additional support
•During games, position where can intervene quickly if unsafe play develops
•When demonstrating, ensure can still see all students - never turn back to active class
•Additional adult support (TA, support staff) positioned to support specific students or supervise separate areas if available

Emergency Procedures

Immediate STOP signal (whistle + raised hand) - all students freeze and sit. Assess situation quickly: minor injury (first aid on-site), major injury (send reliable student for additional help/first aider, do not leave injured student alone). First aid kit location known and accessible. Emergency contact details available. Severe injury protocol: administer appropriate first aid, call for medical assistance, contact parents/guardians, complete accident report. All students understand emergency stop means STOP immediately regardless of game situation. Teacher maintains calm and controls class while managing emergency. Pre-lesson check: teacher knows students with medical conditions (asthma, diabetes, allergies) and location of medications/inhalers.