Lesson 4 - Shooting & Scoring Techniques
Foundational Skills & Confidence
•Year 7
•Football
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How can I choose the right type of shot to beat the goalkeeper and score more goals?
Learning Objectives
- To understand and know the benefits of different types of shots on goal
- To develop the understanding and knowledge of how to execute a successful shot on goal
- To appreciate how to adjust shot selection based on opponents' positioning
Key Outcomes
- Students will be able to execute at least two different shooting techniques with improving accuracy
- Students will demonstrate appropriate shot selection based on game situations
- Students will understand the technical components of effective shooting and apply them in competitive scenarios
Equipment & Resources Required
Distributed at shooting stations and beside goals
Alternative: Size 4 footballs for students needing lighter balls
Organised by teams before game application phase
Alternative: Coloured bands or team identification markers
Used to mark shooting alleys and game boundaries
Alternative: Flat cones or chalk lines
Small goals for skill development, full goals for game application
Alternative: Cone goals (2m wide) for shooting alley practice
Create shooting alleys, mark pitch boundaries and halfway lines
Alternative: Markers or throw-down spots
Distributed during plenary for self and peer assessment
Alternative: Digital assessment tablets or clipboards with observation sheets
To identify goalkeepers during practices
Alternative: Different coloured bibs
For timing warm-up activities and rotations
Alternative: Visible countdown timer or whistle for time signals
Key Vocabulary
The act of striking the ball towards goal with the intention of scoring
The precision with which the ball is directed towards a specific target area of the goal
The force applied when striking the ball to increase shot velocity
Deliberately directing the ball to specific areas of the goal to beat the goalkeeper
Choosing the most appropriate type of shot based on position, distance, and defensive pressure
The alignment and balance of your body when preparing to shoot
The continuation of the kicking leg's motion after striking the ball
Keeping the ankle joint firm and stable when striking the ball for maximum power transfer
The final action in an attack that results in a shot on goal or a goal scored
A situation where the attacking team has more players than the defending team in a specific area
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control and dribbling skills
- Understanding of passing techniques
- Awareness of team positioning in football
- Experience of small-sided games
- Basic understanding of attacking principles
Current Skills
- Correct shooting technique with locked ankle and body balance
- Shot selection based on distance and angle
- Accuracy-focused finishing
- Creating space for shooting opportunities
- Working in overload situations to shoot
Next Steps
- Advanced finishing techniques (volleys, headers)
- One-on-one situations with goalkeeper
- Combination play leading to shots
- Counter-attacking and fast-break finishing
- Tournament and competitive match play
Milestone Indicators
Key Teaching Points
- Accuracy before power: students must understand that placing shots in corners is more effective than powerful shots straight at the goalkeeper, especially at this developmental stage
- Head over ball: this is THE most critical technical point - head position determines shot trajectory. Reinforce constantly during practice and games
- Locked ankle creates power and accuracy: a firm ankle joint allows maximum force transfer from leg to ball. Demonstrate the difference between locked and loose ankles
- Standing foot position dictates direction: non-kicking foot should be beside ball, pointing at target. This is often overlooked but fundamentally affects shot placement
- Follow-through ensures accuracy: the kicking leg should continue towards target after ball contact. Stopping motion at impact reduces accuracy and power
- Overload creates opportunities: in 4v2 situations, the extra players create space and passing options. Students must recognise and exploit this advantage
- Shot selection based on game context: when to shoot vs. when to pass depends on distance, angle, goalkeeper position, and defensive pressure. Develop this decision-making throughout
Common Misconceptions
- Misconception: 'Power is more important than accuracy.' Truth: At Year 7 level, accurate placement beats power every time. Goalkeepers save powerful shots at their body easily, but struggle with well-placed corner shots even at lower speed. Correct this by demonstrating both types and showing success rates.
- Misconception: 'I should shoot with my toe.' Truth: Shooting with toes causes unpredictable ball flight and potential injury. Laces (top of foot) or inside of foot provide control and power. Demonstrate toe-poke vs. laces strike to show difference.
- Misconception: 'Looking at the goal while shooting helps accuracy.' Truth: Head should be down watching ball contact point. Looking up too early causes poor contact and weak shots. Practice head-down technique then look up during follow-through.
- Misconception: 'The standing foot doesn't matter.' Truth: Standing foot position is crucial - it determines body angle, balance, and shot direction. Show how standing foot pointing away from target causes shots to go wide.
- Misconception: 'I should always shoot as hard as possible.' Truth: Shot power should match the situation. Close to goal = placement over power. Distance shots may need power, but accuracy still vital. Context determines appropriate force.
- Misconception: 'The overload means it's easier to score.' Truth: Overload creates OPPORTUNITIES to shoot from distance, but you still need quality technique and decision-making to convert chances. The numerical advantage creates space, but execution determines success.
SEN Adaptations
ADHD
- Short, varied activities maintain engagement (lesson already structured this way). Clear, concise instructions with visual support. Frequent feedback and positive reinforcement. Allow movement breaks between activities. Provide fidget tools during instruction time if helpful. Use high-energy activities to channel energy positively. Clear behavioural expectations and consistent boundaries.
dyspraxia
- Use larger, softer balls for better control and confidence. Reduce technical complexity initially - focus on one element at a time. Provide additional demonstration and practice time. Break down movements into smaller steps with verbal cueing. Allow closer shooting distance for success. Pair with patient, supportive peer. Celebrate effort and small improvements.
autism spectrum
- Provide visual schedule showing lesson structure and timings. Use consistent routines and clear transitions. Offer quiet zone option if overstimulated. Provide advance warning of activities and changes. Use concrete language avoiding idioms. Allow sensory breaks if needed. Provide written success criteria for clarity.
visual impairment
- Use bright coloured or audible balls for tracking. Provide verbal descriptions of demonstrations with step-by-step audio cues. Use tactile markers for shooting positions. Assign sighted buddy for support. Increase size of goals for easier targeting. Provide additional physical guidance for technique.
hearing impairment
- Use visual demonstrations with exaggerated movements. Provide written instructions on cards or board. Establish clear visual signals (hand signals for start, stop, good technique). Ensure student can see teacher's face for lip-reading. Use visual timers for activity durations. Pair with signing buddy if available.
physical disability
- Seated shooting variations using lighter balls and closer distances. Modified shooting technique accommodating mobility aids. Larger goals positioned at appropriate height. Wheelchair-accessible shooting lanes. Assign personal assistant or buddy for equipment management. Adapted rules for game participation - e.g., walking instead of running, bonus points for adapted shots.
Cross-Curricular Links
English
Using technical vocabulary accurately (placement, accuracy, overload, follow-through). Verbal communication during games - calling for ball, giving instructions. Articulating reflections on performance. Listening skills during peer assessment.
Maths
Calculating shooting accuracy percentages (goals scored divided by shots taken x 100). Measuring shooting distances and angles. Analysing performance data - tracking shot success rates. Understanding angles of approach to goal and optimal shooting positions using geometry.
Science
Understanding forces when striking a ball - force, motion, and trajectory. Exploring friction between boot and ball, ball and surface. Cardiovascular response to exercise - heart rate changes during warm-up, activity, and cool-down. Biomechanics of shooting motion - levers, balance, and power generation.
Geography
Spatial awareness and positioning on the field. Understanding pitch dimensions and zones. Directional language - shooting towards corners, moving laterally. Creating mental maps of playing area and teammate positions.
PSHE
Teamwork and cooperation during overload games. Resilience when shots are saved or miss. Managing emotions in competitive situations. Leadership during student-led warm-ups. Respect and sportsmanship towards opponents. Honest self-assessment and giving constructive peer feedback.
Teacher Guidance
Positioning
Position at corner of shooting alleys for visibility of all lines during skill development. Stand between game pitches during game application with back to boundary for full view. During demonstrations, ensure all students can see from their positions.
Observation Focus
Primary focus: shooting technique (head position, standing foot, ankle lock, follow-through). Secondary focus: shot selection and decision-making in games. Tertiary focus: safety, communication, and engagement levels. Scan continuously rather than watching one student.
Intervention Points
Intervene when: 1) Safety risk observed (unsafe technique, collisions, equipment issues), 2) Student struggling significantly - provide individual support, 3) Whole-group technique breakdown - pause for collective teaching point, 4) Behavioural issues affecting learning, 5) Game becoming too one-sided - adjust teams or rules.
Demonstration Notes
Demonstrate: Always show technique slowly first, then at match speed. Exaggerate key points (head position, locked ankle) for visibility. Use student volunteers for demonstrations when possible to increase engagement. For shooting technique, demonstrate both correct and incorrect (exaggerated) versions to highlight differences. When showing tactical concepts (overload), use small groups to model then scale up.
Verbal Cues
- •'Head over the ball!' - reminder for technique
- •'Lock that ankle!' - ankle position correction
- •'Corners! Aim for corners!' - accuracy reminder
- •'Use your overload! You've got more players!' - tactical prompt
- •'Follow your shot!' - encourage movement after shooting
- •'Quality over power - accuracy wins!' - reinforce key concept
- •'Read the goalkeeper!' - shot selection prompt
- •'Communicate! Talk to your team!' - teamwork encouragement
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 60m for full lesson delivery. Requires space for warm-up zones (6 x 10m x 10m areas), shooting alleys (2-4 alleys of 15m x 5m each), and game pitches (2 x 40m x 30m pitches or 1 larger pitch). Indoor sports hall suitable, outdoor field preferred in dry conditions.
Surface Check
Dry, even surface essential for shooting accuracy and safe movement. Check for wet patches, debris, divots, or uneven ground before lesson. Grass should be mowed to appropriate length for ball roll. Indoor surfaces should be non-slip and clean.
Equipment Safety
Safety Checks
- •All footballs inflated to correct pressure (tested by bounce test - should bounce to waist height when dropped from shoulder height)
- •Cones checked for sharp edges or cracks that could cause injury
- •Goals secured and stable - conduct tip test before lesson (push goal firmly, should not move)
- •Throw-down markers flat to surface to prevent tripping
- •Bibs checked for tears that could cause entanglement
- •Any damaged equipment removed and replaced before use
Risk Management
Key Risks
- •Collisions between students during warm-up and game activities
- •Ball strikes to face or body, particularly during shooting practice
- •Slips, trips and falls during dynamic movements and direction changes
- •Goalkeeper injuries from diving or ball strikes at close range
- •Muscle strains from shooting without adequate warm-up
- •Overexertion in competitive game situations
- •Goal-related injuries if goals are unstable or tip over
Risk Mitigation
- •Clear boundaries established for all zones with adequate spacing between activities (minimum 5m)
- •Adequate spacing between students during warm-up (2m minimum) and shooting practice (10+ seconds between shots)
- •Progressive skill building from shadow practice to full shooting reduces injury risk
- •Goalkeeper safety emphasised - proper ready position, safe diving technique, awareness of surroundings
- •Student-led warm-up ensures adequate physical preparation before shooting
- •Halfway line rule in games prevents overcrowding and reduces collisions
- •Goals secured before lesson and checked periodically
- •Shooting directions controlled - alleys set up to shoot away from other activities
- •Clear 'STOP' signal established (whistle and hand up) for emergency halts
- •Water breaks provided to prevent dehydration and overexertion
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned for maximum visibility of all activities - between alleys during skill development, between pitches during games
- •Monitor high-activity areas closely: shooting zones and goal mouths
- •Scan continuously for students showing signs of fatigue, distress, or frustration
- •Position to intervene quickly if unsafe practice observed
- •Ensure clear sightlines - never turn back on active areas
- •Use teaching assistants or responsible students to monitor secondary activity areas if available
Emergency Procedures
STOP protocol: 1) Blow whistle and raise hand - all activity ceases immediately. 2) Assess situation - identify injured/distressed student. 3) Provide appropriate first aid or support - send responsible student for additional help if needed. 4) Remove injured student from activity area safely. 5) Resume lesson only when safe to do so. Report all injuries following school policy.