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Lesson 4 - Shooting Techniques

Football Fundamentals & Skills

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Year 8

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Football

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Big Question

How can you increase your chances of scoring against a well-positioned goalkeeper and defence?

Learning Objectives

To perform a variety of shooting techniques on goal with accuracy and power
To develop understanding of success criteria for executing effective shots on goal
To appreciate how to adjust shot selection based on opponents' positioning and game situations

Key Outcomes

Students will demonstrate at least three different shooting techniques with improved accuracy
Students will make tactical decisions about shot selection based on defensive positioning
Students will assess peer shooting techniques and provide constructive feedback for improvement

Equipment & Resources Required

Softballs

1 per 3 students minimum (class of 30 = 10 balls minimum, 15 ideal)

Stock multiple balls behind each goal for quick restarts during game application

Alternative: Size 4 balls for smaller students, futsal balls for better control

Bibs

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

Organise by team before lesson - 4 teams of 6 students each

Alternative: Coloured bands or pinnies

Throw Down Markers

30-40 markers

Use for goal markers in warm-up (6 per group) and halfway line in game (8-10 markers)

Alternative: Flat cones, spots, or chalk lines

Goals

2 full-size or 4 small goals (depending on facility)

Ensure goals are secured and stable - check net tension and anchor points

Alternative: Cone goals 3m wide, use existing pitch goals

Cones

40-50 cones

Use for shooting alleys (12 cones), pitch boundaries (16 cones), and practice area markers

Alternative: Markers, poles, or corner flags

Score Sheets

1 per student (30 sheets) plus teacher master copy

Pre-printed with shooting technique criteria - distribute during skill development phase

Alternative: Digital tablets with assessment app, laminated peer-assessment cards

Clipboards

7 clipboards

For students conducting peer assessments during shooting alley activity

Alternative: Hard folders or assessment boards

Whistles

1 teacher whistle, optional student whistles for game management

Use for clear start/stop signals during game application

Alternative: Voice commands, hand signals

Key Vocabulary

Shooting technique

The specific method used to strike the ball toward goal, including body position, foot placement, and follow-through

Shot selection

The decision-making process of choosing which type of shot to use based on position, distance, and defensive pressure

Lock ankle

Keeping the ankle joint firm and rigid during contact with the ball to generate maximum power and control

Strike through ball

Following through with the kicking leg after contact to transfer maximum force to the ball

Head over ball

Maintaining upper body position with head forward and down to keep shots low and on target

Shoot on sight

Taking shooting opportunities immediately when they appear rather than over-deliberating

Overload

A tactical situation where the attacking team has more players than the defending team in a specific area

Accuracy

The precision with which the ball is struck toward the intended target within the goal

Power

The force generated in a shot, determined by technique, body position, and follow-through

Placement

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

Skill Progression Pathway

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

Prior Learning

Basic ball striking technique with laces
Understanding of shooting as a method to score goals
Ability to control ball with various parts of foot
Basic awareness of goalkeeping positioning

Current Skills

Executing variety of shooting techniques (laces, inside foot, volleys)
Shooting accurately on the move
Making tactical decisions about when and where to shoot
Analysing shooting technique using success criteria

Next Steps

Advanced shooting techniques (chip shots, outside foot, headers)
Creating shooting opportunities through combination play
Counter-attacking shooting strategies
Match situation shooting under pressure

Milestone Indicators

Achieving 60%+ shot accuracy in practice situations

Successfully converting shooting opportunities in game scenarios

Demonstrating ability to place shots away from goalkeeper

Providing detailed technical feedback to peers

Key Teaching Points

Head over ball at contact is non-negotiable - this keeps shots low and on target rather than flying high over the goal
Locked ankle creates firm contact point - demonstrate difference between floppy ankle (weak shot) and locked ankle (powerful shot) explicitly
Strike through the ball with full follow-through toward target - incomplete follow-through reduces power and accuracy significantly
50% accuracy benchmark is realistic and achievable target - emphasise quality over quantity of shooting attempts
Shot selection must adapt to goalkeeper positioning - teach students to observe and exploit gaps rather than shooting randomly
'Shoot on sight' mentality encourages decisive action - hesitation in shooting reduces goal-scoring opportunities in games
One-touch preparation simulates game-realistic scenarios - excessive touches in practice doesn't transfer to match situations
Placement in corners beats goalkeepers more than raw power - accuracy trumps power at all levels of football
Shooting from distance requires overload situations - the 4v2 game structure deliberately creates space for distance shooting practice
Continuous high repetition builds muscle memory - aim for 30-40 shot attempts per student across lesson for skill consolidation

Common Misconceptions

MISCONCEPTION: 'Power is most important in shooting' - CORRECTION: Accuracy and placement beat power; a placed shot in the corner at 60% power scores more often than a maximum power shot going wide. Demonstrate with goalkeeper how placement beats power.
MISCONCEPTION: 'You should always shoot with maximum power' - CORRECTION: Shot selection depends on situation - close to goal requires placement, from distance may need power. Teach situational decision-making not one-size-fits-all approach.
MISCONCEPTION: 'Leaning back generates more power' - CORRECTION: Leaning back causes ball to fly high and miss target; leaning forward (head over ball) keeps shot low and accurate while maintaining power through proper technique.
MISCONCEPTION: 'You need lots of touches to set up perfect shot' - CORRECTION: In games you rarely have time for multiple touches; one-touch preparation is more game-realistic and effective. Practice one-touch shooting specifically.
MISCONCEPTION: 'The toe is best for shooting' - CORRECTION: Laces (top of foot) provide larger, flatter surface for accuracy and power; toe shots are unpredictable and poorly controlled. Explicitly teach laces vs toe difference.
MISCONCEPTION: '50% accuracy is too easy/everyone can do that' - CORRECTION: In game situations with defenders and pressure, 50% is actually professional-level standard. Practice accuracy often much higher than game accuracy - explain this gap.
MISCONCEPTION: 'Following through doesn't matter once you've hit the ball' - CORRECTION: Follow-through determines power, accuracy, and ball trajectory; stopping at contact point significantly reduces shot quality. Demonstrate with and without follow-through comparison.
MISCONCEPTION: 'Shooting technique is natural talent, you either have it or don't' - CORRECTION: Shooting is a learned skill developed through deliberate practice with proper technique; emphasise growth mindset - everyone can improve through practice.

SEN Adaptations

ADHD

Short activity bursts with frequent rotation maintain engagement and focus. Clear, concise instructions: 3-4 words maximum ('Head down, strike through'). Immediate feedback: praise correct technique instantly. Physical activity intensity naturally channels energy positively. Visual cues supplement verbal: demonstration plus instruction. Clearly defined boundaries (cones) provide structure. Regular movement between activities prevents boredom. High-energy game application phase particularly suitable. Consider leadership role: equipment manager or demonstration assistant providing purpose and responsibility. Permit movement breaks if needed between sections.

dyspraxia

Use larger, lighter balls for easier striking control in initial stages. Reduce complexity: focus on one technique element at a time (first head position, then add ankle lock, then follow-through). Extended practice time: allow double attempts compared to peers if needed. Reduce shooting distance for success experience building confidence. Provide additional demonstrations and slow-motion breakdowns. Consider side-foot shooting (easier coordination) before laces shooting. Buddy support for spatial awareness in game situations. Simplified game rules: remove halfway line restriction allowing free movement. Visual markers for foot placement relative to ball. Celebrate effort and improvement not just accuracy outcomes.

autism spectrum

Provide clear, predictable routine: visual schedule showing lesson sections in order. Use numbered steps for complex instructions (1. Feeder plays ball, 2. Shooter runs, 3. Shoot, 4. Rotate). Minimise sensory overload: allow ear defenders if whistle/noise overwhelming. Offer quiet zone option if overstimulated - stepping out briefly acceptable. Clear, concrete success criteria: 'Score 3 out of 6' rather than 'do your best'. Advance warning of transitions: '2 minutes until we rotate' countdown. Visual boundary markers clear and consistent. Consider peer buddy for social support and instruction clarification. Allow repetitive practice if comfort in routine - don't force rapid rotation if causing anxiety.

visual impairment

Use brightly coloured balls (yellow/orange) for maximum visibility. Provide verbal descriptions of all demonstrations supplementing visual. Use tactile guidance: teacher physically positioning student's head/ankle to feel correct technique. Reduce shooting distance for easier target acquisition. Partner with sighted buddy for spatial orientation and retrieval support. Ensure all verbal instructions include directional specificity ('to your left' not 'over there'). Use audible goals (bells/beepers) if available for target identification.

hearing impairment

Ensure student positioned for clear view of demonstrations - front/centre location. Use visual hand signals for key instructions: point to head (head over ball), tap ankle (lock ankle), sweep arm forward (follow through). Provide written instruction cards with diagrams for game rules. Use visual timers for activity durations. Buddy system for instruction clarification - partner repeats/explains if needed. Face student when giving instructions ensuring lip-reading possible. Exaggerate demonstrations for clarity. Use thumbs up/down for quick feedback rather than verbal.

physical disability

Wheelchair users: create seated shooting stations with ball on cone for elevation, shooting into lowered goal or wide target area. Reduce shooting distance as needed for power generation capability. Allow hand-strike shooting if foot control not possible. Ambulant students with reduced mobility: permit stationary shooting without run-up, allow two-handed support for balance during shooting motion, reduce field size in game application. Prosthetic limb users: additional time for setup, option to use stronger side only, adapted equipment if needed. Include as goalkeeper - excellent inclusive role utilising different skills. Modify game: allow wheelchair users as permanent boundary players with extended passing range.

Cross-Curricular Links

English

Technical vocabulary development: learning and using terms like 'locked ankle', 'strike through ball', 'shoot on sight', 'overload', 'placement'. Verbal communication: providing clear peer feedback using specific language. Listening skills: following complex multi-step instructions during game setup. Speaking and presenting: explaining technique to partners during discussions. Instruction following: understanding and implementing rules for game variations. Descriptive language: articulating what constitutes good technique in plenary discussions.

Maths

Percentage calculation: tracking shooting accuracy as fractions and percentages (e.g., 3 goals out of 6 shots = 50%). Data collection and analysis: recording shot attempts, goals, and accuracy rates for graphing. Geometry: understanding angles of approach to ball affecting shot direction. Measurement: distances for shooting (metres), time for rotations (seconds, minutes). Statistics: comparing accuracy percentages across different practice types (stationary vs moving shots). Ratio: understanding 4v2 overload ratio in game application.

Science

Forces: understanding force transfer from leg through locked ankle to ball creating power. Motion: trajectory of ball affected by strike point and follow-through angle. Gravity: how ball flight influenced by head position (lean back = high, lean forward = low). Newton's Third Law: follow-through after strike demonstrates action-reaction principle. Human body systems: cardiovascular response during high-intensity shooting (heart rate increase), muscular system working during shooting motion (quadriceps, hamstrings, calves), respiratory system providing oxygen during exertion.

PSHE

Goal-setting: establishing 50% accuracy target and working toward personal improvement. Resilience: continuing to attempt shots after misses, learning from failures. Self-evaluation: honest self-assessment of technique and performance. Peer support: providing constructive feedback to partners during peer assessment. Teamwork: cooperating in group roles (shooter, feeder, retriever) and game situations. Managing emotions: staying positive when shots miss, celebrating others' success. Growth mindset: understanding that technique improves through deliberate practice not natural talent.

Teacher Guidance

Positioning

Warm-up: central location with 360-degree view of all groups (consider elevated position if available). Shooting alley: circulate between groups, spending 30-60 seconds observing each group's technique. Alamo: position beside goal with view of all four feeding stations. Game application: sideline at halfway line with clear view of both halves, able to see positioning compliance and shooting opportunities. Cool-down: central position during stretching for demonstration visibility, then seated with students during plenary for inclusive discussion atmosphere.

Observation Focus

Technique priorities: 1) Head over ball at contact, 2) Locked ankle on strike, 3) Follow-through toward target. Tactical priorities: 1) Shot selection based on goalkeeper position, 2) 'Shoot on sight' decision-making, 3) Use of overload situations. Safety priorities: 1) Appropriate power for space/situation, 2) Retriever positioning safety, 3) Positioning rule compliance in game. Differentiation observation: Identify students needing support vs extension challenges based on accuracy percentages and technique consistency.

Intervention Points

Technical interventions: If accuracy below 30% consistently - stop and re-demonstrate technique individually. If multiple students making same error (e.g., all shooting high) - stop whole group, re-demonstrate head position. Tactical interventions: If not shooting enough in game - emphasise 'shoot on sight' more strongly, potentially add rule 'must shoot within 3 passes'. Safety interventions: Immediately stop if retrievers in dangerous positions, if shooting power excessive for space, if students crossing halfway line creating collisions. Behavioural interventions: If off-task behaviour - proximity positioning and quiet individual reminder. If lack of effort - motivational encouragement highlighting importance of practice for improvement.

Demonstration Notes

Use multiple demonstration strategies: 1) Teacher demonstration at normal speed then slow-motion breakdown, 2) Student demonstration using high-performing students identified during warm-up, 3) Contrast demonstration showing incorrect then correct technique for clarity, 4) Freeze-frame demonstration holding finishing position to show follow-through. Positioning for demonstrations: students in semi-circle or U-shape around you for clear sightlines. Demonstrate from multiple angles for 3D understanding. Use exaggeration: over-emphasise head position by dramatically looking down at ball, show locked ankle by tapping ankle joint. Verbal accompaniment: narrate what you're doing as you demonstrate ('Watch my head position - eyes stay on ball, lean forward'). After demonstration, ask students to mime the technique in the air before trying with ball - kinesthetic learning reinforcement.

Verbal Cues

•'Head down, over the ball!' - during technique practice when shots going high
•'Lock that ankle tight!' - when observing weak, inaccurate strikes
•'Follow through to target!' - when shots lack power or direction
•'Pick your corner!' - encouraging deliberate placement not random shooting
•'Shoot on sight!' - during game application when hesitation observed
•'Quick restart!' - maintaining tempo when balls go out of play
•'Use your boundary player!' - tactical reminder during game
•'50% accuracy - make it count!' - reinforcing quality over quantity
•'Technique first, power second!' - when rushing compromises form
•'Great decision!' - positive reinforcement for smart shot selection

Safety Considerations

Space & Surface Requirements

Space Requirements

Outdoor: full football pitch or minimum 60m x 40m area for game application. Indoor: sports hall minimum 30m x 20m if weather prevents outdoor (adjust distances and power accordingly). Clear run-off areas around boundaries minimum 3m. Shooting alley requires 10 parallel lanes minimum 3m apart. Alamo requires central 20m diameter area clear of obstacles.

Surface Check

Outdoor grass: check for holes, uneven surfaces, wet/slippery patches, hidden debris. Mark or cone off any hazardous areas. Indoor: ensure dry, non-slip surface free from dust or moisture. Check goal areas for trip hazards. Verify boundary markers are flat (throw-down spots not raised cones that cause trips).

Equipment Safety

Safety Checks

•Inspect all footballs for correct inflation - over-inflated balls cause harder strikes and injury risk
•Check goals are secured with anchors or weights - unsecured goals are serious tip-over hazard
•Verify goal nets have no tears or holes that balls could stick in
•Ensure all cones have no cracks or sharp edges
•Confirm throw-down markers are flat to surface to prevent tripping
•Check bibs are correct size - too large can cause tripping hazard
•Inspect goalkeeper gloves if used for appropriate sizing and condition

Risk Management

Key Risks

•Ball strikes to face/head from powerful shots at close range
•Collisions between shooters in Alamo due to multi-directional movement
•Ankle/knee injuries from shooting technique performed incorrectly or without warm-up
•Goal tip-over if goals not properly secured
•Slips and falls on wet grass or dusty indoor surfaces
•Muscle strains if cool-down inadequate or stretching omitted
•Retriever injury if positioned directly behind goal when shots taken
•Fatigue-related injuries to goalkeeper from excessive shot volume without rotation

Risk Mitigation

•Establish clear 'freeze' signal (whistle + raised hand) for immediate stop if danger observed
•Shooting alleys must be parallel - no cross-firing permitted at any time
•Retrievers positioned beside or behind-and-to-side of goals, never directly in line with shots
•Monitor shooting power during warm-up and practices - reduce distance if power excessive for space/age
•Mandatory goalkeeper rotation every 6 minutes maximum to prevent fatigue
•Adequate spacing between practice areas (minimum 3m between shooting alleys)
•Progressive intensity: warm-up shots controlled, building to game-realistic power gradually
•Enforce boundary rules in game application - clear boundaries prevent running into other areas/groups
•Proper warm-up completed before maximal shooting efforts (dynamic warm-up provided)
•Mandatory cool-down with stretching to prevent muscle injury post-lesson
•Regular checks: 'Everyone OK? Any injuries?' particularly after high-intensity phases

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility: elevated position or pitch corner with sightlines to all areas
•During shooting alley: circulate between groups monitoring technique and spacing
•During Alamo: central position with 360-degree view of all four feeding stations
•During game application: sideline position with clear view of both goals and halfway line
•Monitor high-activity areas: goal mouths where goalkeeper fatigue risk highest
•Watch for signs of fatigue: technique deterioration, reduced movement speed, bent-over posture
•Identify students overexerting: intervene with rest breaks if needed
•Ensure retrievers never enter goal area when shooting active
•Scan for environmental changes: weather, surface conditions, equipment displacement

Emergency Procedures

Immediate STOP signal (whistle + 'FREEZE!'). All activity ceases, balls stationary. Assess injured student without moving them unless necessary. Send reliable student for first aid kit/additional adult support. Administer appropriate first aid (ice for impact injuries, rest for muscle strains, pressure for bleeding). Complete accident report form. Contact parent/guardian if injury requires follow-up. Do not resume lesson until area safe and all students calm and ready. If serious injury: call emergency services immediately, do not move student, keep warm, monitor consciousness and breathing, send for senior staff immediately.