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Lesson 4 - Shooting & Scoring Techniques

Foundational Skills & Confidence

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Year 7

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Football

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Big Question

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

Softballs

1 per 2 students (minimum 15)

Distributed at shooting stations and beside goals

Alternative: Size 4 footballs for students needing lighter balls

Bibs

3 sets of different colours (15 per set)

Organised by teams before game application phase

Alternative: Coloured bands or team identification markers

Throw Down Markers

20-30

Used to mark shooting alleys and game boundaries

Alternative: Flat cones or chalk lines

Goals

5 (mix of full-size and small goals)

Small goals for skill development, full goals for game application

Alternative: Cone goals (2m wide) for shooting alley practice

Cones

40-50

Create shooting alleys, mark pitch boundaries and halfway lines

Alternative: Markers or throw-down spots

Score Sheets

1 per student

Distributed during plenary for self and peer assessment

Alternative: Digital assessment tablets or clipboards with observation sheets

Training Vests

6 (for goalkeepers)

To identify goalkeepers during practices

Alternative: Different coloured bibs

Stopwatch

1 (teacher's phone acceptable)

For timing warm-up activities and rotations

Alternative: Visible countdown timer or whistle for time signals

Key Vocabulary

Shooting

The act of striking the ball towards goal with the intention of scoring

Accuracy

The precision with which the ball is directed towards a specific target area of the goal

Power

The force applied when striking the ball to increase shot velocity

Placement

Deliberately directing the ball to specific areas of the goal to beat the goalkeeper

Shot Selection

Choosing the most appropriate type of shot based on position, distance, and defensive pressure

Body Position

The alignment and balance of your body when preparing to shoot

Follow Through

The continuation of the kicking leg's motion after striking the ball

Locked Ankle

Keeping the ankle joint firm and stable when striking the ball for maximum power transfer

Finishing

The final action in an attack that results in a shot on goal or a goal scored

Overload

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

Consistent accuracy when shooting from inside the penalty area

Appropriate shot selection in 80% of opportunities

Ability to shoot with both feet

Creating and converting chances in game situations

Demonstrating composure under defensive pressure

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.