⚽

Lesson 6 - Skills Assessment & Tournament

Foundational Skills & Confidence

•

Year 7

•

Football

•

Big Question

How can I apply all my football skills effectively in competitive game situations and evaluate my own performance?

Learning Objectives

To demonstrate the ability to outwit opponents in game situations using appropriate football skills and techniques
To develop knowledge and understanding of football rules and their application in competitive play
To self-assess performance using the assessment matrix and identify areas for improvement

Key Outcomes

Students will successfully apply learned skills (dribbling, passing, shooting, turning) in tournament situations
Students will demonstrate understanding of football rules and tactical principles during competitive play
Students will accurately self-assess their performance using the Head, Hands, Heart framework and provide constructive peer feedback

Equipment & Resources Required

Softballs

1 per student + 4 match balls

Place balls around perimeter of activity area initially; designate specific match balls for tournament play

Alternative: Size 4 footballs for smaller students or those needing lighter equipment

Bibs

4 sets of different colours (8 bibs per colour = 32 total)

Pre-sort into team sets before lesson for quick distribution

Alternative: Coloured bands or pinnies if bibs unavailable

Throw Down Markers

24 markers (different colours for different zones)

Use to mark Lord of the Ring zones and tournament pitch boundaries

Alternative: Flat disc cones, spots, or chalk lines on hard surface

Goals

4-6 goals depending on tournament format (2 per pitch)

Secure goals properly and check for stability before play; space pitches adequately apart for safety

Alternative: Cones or marker cones placed 3-4 metres apart to create targets

Cones

40 cones for pitch marking and skill review stations

Use to supplement goals and clearly mark pitch boundaries, especially run-off areas

Alternative: Any visible markers or natural boundaries

Score Sheets

1 per student (30) plus teacher master copies

Attach to clipboards if outdoors; have pencils/pens available; laminate master copies for re-use

Alternative: Digital assessment on tablets if available

Clipboards

15 (1 per pair for peer assessment)

Distribute during plenary phase with assessment sheets attached

Alternative: Hard-backed folders or books as writing surfaces

Stopwatch

1 (teacher's phone or dedicated timer)

Use to manage tournament match times and ensure equal playing opportunities

Alternative: Visible countdown timer or whistle signals at regular intervals

Key Vocabulary

Assessment matrix

A structured framework that outlines criteria for evaluating performance across cognitive (Head), physical (Hands), and social-emotional (Heart) domains

Self-evaluation

The process of critically analysing your own performance to identify strengths and areas for development

Performance analysis

Systematically examining how skills and tactics were executed during play, identifying what worked well and what could be improved

Skill application

The ability to select and perform the most appropriate technique for a given situation in a game

Tactical awareness

Understanding of team strategies, positioning, and the ability to read the game to make effective decisions

Competitive play

Participating in games with the intent to win whilst demonstrating fair play, following rules, and respecting opponents

Tournament format

A competition structure where multiple teams play a series of matches, with results determining overall standings

Outwit

To use skill, deception, or tactical intelligence to gain an advantage over an opponent

Skill Progression Pathway

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

Prior Learning

Basic dribbling techniques with inside and outside of foot
Accurate passing over varying distances using appropriate weight
Shooting technique with correct body positioning and follow-through
Understanding of basic attacking principles (width, depth, support)
Experience of small-sided games and positional play

Current Skills

Application of all skills under competitive pressure in tournament format
Decision-making about which skills to use in different game situations
Self-assessment and reflection using structured assessment criteria
Understanding and applying football rules consistently
Tactical awareness and adaptation during games

Next Steps

Advanced tactical understanding including formations and systems of play
Specialisation in specific positions and roles within team structures
Complex skill combinations under increased pressure
Leadership and coaching skills to support team development
Analysis of professional game situations and application to own performance

Milestone Indicators

Confident application of at least three different skills within one game sequence

Making appropriate tactical decisions without teacher prompting

Providing specific, actionable feedback during peer assessment

Demonstrating resilience and positive attitude when facing stronger opposition

Consistently following rules and showing excellent sportsmanship

Key Teaching Points

Student leadership during warm-up develops independence and confidence - select leaders who need these opportunities, not just the most able students
Lord of the Ring immediately engages ball skills whilst maintaining cardiovascular warm-up effect - monitor for safety as competitiveness can lead to wild kicking
Station rotation for skill review must be tightly timed and organised - pre-setup equipment and explain all stations clearly before starting to maximise activity time
During tournaments, balance officiating with coaching - don't over-referee every minor contact but ensure safety and fair play remain paramount
The Head, Hands, Heart assessment framework provides comprehensive view of student development beyond just physical skills - emphasise all three domains equally
Self-assessment accuracy develops over time - guide students to be honest and reflective rather than ego-driven or overly harsh on themselves
Peer feedback quality depends on clear modelling and structure - specify 'one strength, one development area' to ensure balanced, constructive feedback
Differentiated tournament formats (6v6 vs 4v4) should feel equally valued - language and teacher attention must reinforce that appropriate challenge is the goal, not hierarchy
Active supervision during tournaments requires constant movement and scanning - never spectate from one position, always patrol for visibility and influence
Cool-down stretching combined with reflection maximises learning - physical recovery and cognitive consolidation happen simultaneously

Common Misconceptions

MISCONCEPTION: 'Self-assessment means students can rate themselves as 'Mastering' to look good.' CORRECTION: Emphasise that honest self-assessment helps students improve - being unrealistic prevents identifying true development areas. Compare self-ratings with teacher observations and guide students toward accurate self-evaluation over time.
MISCONCEPTION: 'Differentiation by tournament format means some students are 'better' and others are 'worse'.' CORRECTION: Frame as appropriate challenge for optimal learning - just as reading groups match students with suitable texts, tournament formats match students with appropriate competitive level. Both formats are valuable and important.
MISCONCEPTION: 'Winning the tournament is the main goal.' CORRECTION: Consistently emphasise that demonstrating skills, showing good sportsmanship, and personal improvement are the priorities - results are secondary to performance quality and social behaviours.
MISCONCEPTION: 'In tournaments, any contact is a foul.' CORRECTION: Teach students to distinguish between fair physical play (shoulder-to-shoulder challenge, positioning body between opponent and ball) and fouls (pushing, tripping, holding). Football involves appropriate physical contact.
MISCONCEPTION: 'Peer feedback should only be positive to be 'kind'.' CORRECTION: Explain that kind feedback includes developmental areas - helping a peer improve is the kindest thing you can do. Model how to phrase developmental feedback constructively: 'One thing you could work on is...' rather than 'You're bad at...'
MISCONCEPTION: 'Cool-down stretching is just wasting time at the end when we could be playing more.' CORRECTION: Explicitly teach that stretching prevents muscle soreness and injury, demonstrating the value by asking in future lessons if students who stretched felt less sore than times they haven't - connect to real-world athlete practices.

SEN Adaptations

ADHD

Structure lesson with short, clearly defined activities with frequent changes maintaining engagement (built into lesson design). Provide regular feedback and reinforcement - catch student focusing well and highlight it. Use student as demonstration model to channel physical energy positively. Assign active leadership role during warm-up to harness energy productively. In tournaments, provide clear, specific positional responsibilities reducing cognitive load. Allow movement breaks if needed - students could 'sub off' briefly then return. Keep instructions concise and one at a time. Use checklist approach for self-assessment to provide structure. Position near teacher during plenary discussion for proximity support maintaining attention. Celebrate effort and improvements frequently.

dyspraxia

Allow extra practice time at skill stations before tournament pressure. Provide simplified, broken-down technique demonstrations with clear step-by-step instructions. Use larger, lighter balls that are easier to control initially, progressing to standard balls as confidence builds. Reduce complexity of movement patterns: fewer turns in dribbling slalom, closer passing distances initially. Position in 4v4 tournament where touches on ball are more frequent and space to control ball is greater. Allow additional time to process instructions before starting activities. Pair with patient, supportive peer who can model without pressuring. Focus on effort and incremental improvement rather than absolute performance standards. Provide alternative written assessment format with sentence starters or tick-boxes if independent writing is challenging.

autism spectrum

Provide clear, predictable lesson structure - visual schedule showing: warm-up, skills, tournament, cool-down. Give advance warning before transitions: '2 minutes until we change activities'. Reduce sensory overload: allow student to wear own clothes if bibs uncomfortable, position in less crowded 4v4 tournament, provide noise-cancelling headphones during loud celebrations if needed. Offer quiet zone at edge of space if student needs sensory break. Use concrete, literal language avoiding idioms or ambiguous phrases. Provide clear, specific role in team to reduce decision-making anxiety: 'You are right winger - stay on this side of pitch'. Assign understanding peer buddy for social support. Allow alternative assessment format if verbal/written reflection is challenging.

visual impairment

Use brightly coloured balls (yellow or orange) with high contrast to playing surface. Provide audible balls (with bells inside) if available. Assign sighted peer buddy to provide verbal guidance during play: 'Ball coming to your left', 'Space ahead of you'. Use clear verbal cues and descriptions rather than demonstrations alone. Position student in smaller 4v4 tournament on reduced pitch with clearer boundaries. Allow closer positioning to action to improve visibility. Teacher provide additional verbal commentary during matches helping student track play.

hearing impairment

Ensure student positioned where they can see teacher's face clearly for lip-reading during instructions. Use visual demonstrations extensively - actions speak louder than words. Provide written instruction sheets or visual diagrams for tournament formats and rules. Assign peer buddy who can use basic sign language or agreed signals if student uses BSL. Use clear hand signals for common instructions: start (thumbs up), stop (hand raised), foul (cross arms), substitution (pointing gesture). Position yourself in student's eyeline when providing feedback. Consider visual whistle alternatives like flag signals for starting/stopping play.

physical disability

Adapt to wheelchair users: allow hand dribbling or pushing ball on lap, increase goal sizes, reduce pitch dimensions, allow additional touches before passing. For students with limited mobility: assign specific zones or positions that minimise running demands (goalkeeper, static defender, target player), use smaller pitch area, allow walking pace play, introduce 'free pass' rule where student receives ball uncontested. Provide lighter or larger balls for better control if grip strength limited. Position student in 4v4 format with modified rules. Ensure adequate rest breaks. Focus assessment on tactical understanding (Head) and social skills (Heart) as well as adapted physical skills (Hands).

Cross-Curricular Links

English

Vocabulary development: learning and using technical terminology (outwit, tactical, possession, etc.). Communication skills: giving instructions clearly during peer-led warm-up, providing verbal feedback to teammates during play. Descriptive language: articulating performance during self-assessment, explaining techniques precisely. Listening: following complex instructions for tournament formats and rules. Speaking and presentation: confidence in sharing reflections with group during plenary.

Maths

Angles and geometry: understanding angles of passing and shooting, calculating trajectories. Measurement: distances for passing practice, pitch dimensions, timing of matches and activities (converting seconds to minutes). Statistics: recording tournament results, calculating win percentages, creating league tables with points totals. Spatial reasoning: positioning on pitch, creating formations, understanding spatial relationships during play. Number operations: scoring, points calculations, counting passes.

Science

Forces and motion: analysing how force application affects ball speed and direction, understanding friction between ball and surface. Human biology: heart rate changes during exercise (warm-up vs intense play vs cool-down), muscular system (which muscles used in kicking, running), respiratory system (breathing rate changes). Energy: understanding energy expenditure during sustained physical activity, nutrition for energy. Trajectory: scientific principles of projectile motion in shooting and passing.

Computing

Algorithms: understanding sequences of movements to execute skills, creating 'programmes' for attacking patterns. Data handling: recording tournament results systematically, analysing performance data from self-assessments. Digital literacy: potential use of tablets for video analysis of technique (if available). Logical thinking: tactical problem-solving during games requiring systematic approaches.

Geography

Directions and orientation: using compass directions during movement activities (north, south, east, west), spatial awareness. Mapping skills: creating overhead view diagrams of pitch layout, plotting movement patterns during attacks. Scale: understanding pitch dimensions and relative distances. Weather impact: how weather conditions affect playing surface, ball movement, and player performance (if outdoor lesson).

PSHE

Teamwork: collaborating effectively towards shared goals during tournament play. Resilience: persevering when facing stronger opposition or when losing matches. Emotional regulation: managing competitive emotions appropriately (disappointment, excitement, frustration). Self-awareness: recognising personal strengths and weaknesses through self-assessment. Leadership: captains organising teams, peer coaches supporting others. Respect: demonstrating sportsmanship towards opponents, officials (teacher), and teammates. Goal-setting: identifying development areas and planning improvement strategies.

Teacher Guidance

Positioning

Maintain dynamic positioning throughout lesson with strategic placement for maximum visibility and influence. During warm-up: position at edge of activity area where all students visible, moving occasionally to maintain engagement. During skill stations: rotate continuously between all four stations spending 2-3 minutes at each, offering targeted feedback and coaching. During tournaments: patrol pattern between all pitches, never static, constantly scanning all matches. Position yourself to observe multiple matches simultaneously while remaining close enough to intervene quickly if needed. During cool-down: seated as part of circle (not separate) to create inclusive, discussion-friendly atmosphere.

Observation Focus

Three-domain observation structure: HEAD - watch for tactical awareness and decision-making (are students selecting appropriate skills? Do they understand positioning? Are they reading the game?). HANDS - monitor technical execution across all skills (dribbling control, passing accuracy, shooting technique, first touch quality, body positioning). HEART - assess social and emotional dimensions (communication with teammates, sportsmanship towards opponents, resilience when challenged, leadership behaviours, response to success/failure). Balance observation between identifying excellent practice to reinforce and errors/misconceptions to correct. Note individual patterns for personalized feedback and future planning.

Intervention Points

Intervene immediately for: unsafe play (dangerous tackles, physical aggression, wild shooting towards others), rule violations disrupting fair play, poor sportsmanship (negative reactions to opponents, blaming teammates harshly, showing off excessively), students showing signs of injury or distress, conflicts between students escalating. Intervene supportively for: students significantly struggling with skills or concepts (provide simplified task or additional guidance), students dominating while others disengage (encourage distribution and inclusion), technical errors being practiced repeatedly (stop and correct before habit forms). Allow play to flow for: minor technical errors students can self-correct, appropriate competitive intensity and emotion, creative problem-solving attempts even if unsuccessful initially.

Demonstration Notes

Demonstrate frequently throughout lesson using variety of approaches: Personal demonstration - teacher models technique with clear, exaggerated correct form and verbal explanation. Student demonstration - select competent student to demonstrate while teacher narrates key points (builds student confidence and provides peer model). Contrast demonstration - show incorrect technique followed by correct technique explaining the difference clearly. Slow-motion demonstration - break complex skills into component parts, demonstrating each slowly before combining at full speed. Annotated demonstration - demonstrate whilst students actively look for specific teaching points you've identified. Always demonstrate from position where ALL students can see clearly. For large groups, demonstrate from multiple angles or repeat for different viewing positions. Use demonstrations to make abstract concepts concrete: show what 'width' looks like, demonstrate how attacking support creates passing options, etc.

Verbal Cues

•'Head up!' - to encourage scanning and awareness rather than ball-watching
•'Spread out!' - when students bunching instead of creating width
•'Support!' - to encourage teammates to offer passing options
•'Soft touch!' - for first touch control when ball bouncing away from students
•'Communicate!' - when teams playing silently without organisation
•'Use the space!' - when students not exploiting available areas
•'Well played!' - to reinforce good technique, decisions, or sportsmanship immediately
•'Unlucky, good try!' - to encourage resilience after unsuccessful attempts
•'Freeze!' - to stop activity for coaching point, safety issue, or assessment
•'Keep going!' - to encourage perseverance when students showing signs of fatigue or frustration

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 60m x 40m total space required for simultaneous tournament formats (two 40m x 30m pitches for 6v6, OR three 25m x 20m pitches for 4v4). Space should allow 3-4m clear run-off area beyond all pitch boundaries to prevent collisions with walls, fences, or fixed equipment. For maximum safety, 80m x 50m space optimal allowing generous spacing between pitches.

Surface Check

Inspect playing surface thoroughly before lesson for hazards: stones, glass, holes, uneven areas, wet/slippery patches. If outdoor, check grass is not too long (impedes ball control) or too short (increases friction injuries). If indoor/hard surface, ensure dry and clean with no water spillage. Verify line markings are not raised or peeling creating trip hazards. Check that boundary markers/cones are securely positioned and won't slide during play.

Equipment Safety

Safety Checks

•Check all footballs properly inflated (not over-inflated which makes them hard and potentially dangerous, not under-inflated which affects control)
•Inspect goals for stability - must be secured to ground or wall properly to prevent tipping
•Verify goal nets (if used) are attached properly without holes that balls could get stuck in
•Check throw-down markers and cones have no sharp edges or cracks that could cause cuts
•Ensure bibs are clean and appropriate size for students (not too tight restricting breathing, not too loose causing trip hazard)
•Position water bottles safely at pitch edges where they won't be kicked during play
•Keep first aid kit immediately accessible at pitside throughout lesson

Risk Management

Key Risks

•Collisions between students during tournaments - particularly during high-speed running or when multiple students challenging for ball
•Ball strikes to face, head, or body from shots or passes at close range
•Slips, trips, and falls on playing surface especially during sharp turns or when fatigued
•Muscle strains or pulls if inadequate warm-up or cool-down
•Contact injuries from tackles or challenges for the ball
•Goal-related injuries if goals not secured properly (tipping) or collisions with goal posts
•Overexertion in competitive situations leading to heat stress, dehydration, or exhaustion
•Interpersonal conflict arising from competitive intensity requiring de-escalation

Risk Mitigation

•Comprehensive progressive warm-up preparing body for intense activity and reducing injury risk
•Clear boundaries established and reinforced preventing out-of-control play into hazardous areas
•Adequate spacing between tournament pitches (minimum 3m) preventing inter-pitch interference
•Rules clearly explained and consistently enforced, especially regarding safe tackling and physical contact
•Teacher actively supervising all areas with strategic positioning for maximum visibility
•Differentiated tournament formats (6v6 and 4v4) ensuring appropriate physical challenge for all ability levels
•Regular hydration breaks and monitoring for signs of fatigue or overexertion
•Immediate intervention protocol for unsafe play, conflicts, or injuries
•Thorough cool-down including static stretching reducing muscle soreness and injury risk post-lesson

Supervision & Emergency Procedures

Supervision Points

•Position centrally between all tournament pitches to maintain sight-lines to all matches simultaneously
•Constantly move in patrol pattern between pitches - never static in one position for extended period
•Monitor high-activity areas particularly closely: goal mouths where collisions more likely, areas with defensive challenges
•Watch for signs of fatigue: reduced movement quality, hands on knees, facial flushing, laboured breathing
•Observe emotional states during competition: frustration, anger, excessive aggression requiring intervention
•Be particularly vigilant during final minutes of matches when fatigue and competitive intensity both peak
•Position yourself to manage multiple matches simultaneously while being close enough to intervene quickly if needed
•Maintain awareness of entire environment including non-playing students, equipment positioning, and external factors

Emergency Procedures

STOP: Use whistle signal and/or loud verbal command to immediately stop all activity if serious injury, unsafe situation, or fight occurs. ASSESS: Quickly assess nature and severity of situation - injury (summon first aid), unsafe behaviour (remove from activity), or conflict (separate students). ACT: Provide appropriate first aid for injuries, calling for additional support (first aider, senior staff, emergency services) as needed. Document incident following school protocols. For minor injuries: brief assessment, basic first aid, decision on continued participation. For behavioural issues: remove student from activity, calm discussion, implement behaviour management protocols. Always err on side of caution - if uncertain about injury severity or student wellbeing, seek additional support.