The KING's Medium Term Plan – Physical Education Football

The KING’S Medium Term Plan – Physical Education

Football Program 2016-17 Module

Overarching subject challenge ‘What makes an effective footballer?’ question

Lines of Enquiry Week 1: Can you be successful in football with a poor first touch?

Week 2: Can a good first touch lead to a successful pass?

Week 3: Is determination more important than decision making when defending?

Week 4: Would you choose power over accuracy when shooting?

Week 5: Do we need pace in order to be successful when attacking?

Week 6: How can the skills acquired in this learning cycle be applied to a game situation? (controlled assessment week)

Week 7: Match play/Gap teaching. Progress Topic AQA Specification performer for football: Statement Outfield

1. Dribbling/moving with the ball e.g. using both feet, control of the ball, different speeds 2. Passing/shooting/throw-ins e.g. chip, driven pass, half-volley, lofted volley, crossing (both feet), placement and power 3. Receiving e.g. chest/feet/knee 4. Heading e.g. defence and attack 5. Tackling/jockeying/closing down/intercepting/ marking

Goalkeeper

1. Distributing/passing e.g. kicking, throwing, goal kicks 2. Shot stopping e.g. high and low, long and short distance 3. Taking crosses e.g. ground and air/punching 4. Taking the ball at opponent’s feet 5. Positioning and narrowing the angle

Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (11 versus 11) association football match.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive association football match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Week 1 Hypothesis: ‘Control is vital when dribbling and turning in football’

(1 hours class Learning intentions: learning)  Identify and understand how to dribble and turn in football. - Analyse how to control the ball when under pressure. - Evaluate how to outwit an opponent through dribbling and turning.

Success criteria:

 Badge: Identify the teaching points of dribbling.  Bronze: Identify and demonstrate the different ways you can turn in football.  Sliver: Apply the turns and dribbling showing control.  Gold: Analyse performance of the dribble and turns by giving a WWW and BBB.  Platinum: Create excellent control when turning and dribbling under pressure.

Literacy focus/key words: cushion, control, dribble, turn.

Learning activities:

Warm up- students will have a ball each and practice dribbling in a small area. Use different parts of the foot. Body part game. Foxes and Hounds game- applying dribbling into a situation with an opponent.

Dribbling and turning: use of different turns. Run to a cone, stop and turn to come back (stop and turn, drag back, inside hook, outside hook, Cruff turn, step over etc.)

Small sided games (baseline assessment): possession game, 3v3, 3 passes = a goal.

Week 2 Hypothesis: ‘the accuracy of the pass depends on the quality of the first touch’

(1 hours class- Learning intentions: learning) - Identify good technique when passing in football and an understanding of accuracy - Analyse the importance of accuracy when passing and ‘weighting’ of the pass - Create opportunities to use a successful pass to outwit an opponent in a game situation

Success criteria:

 Badge: Identify the teaching points of passing.  Bronze: Identify and demonstrate the different technique when passing in football.  Sliver: Apply successful passing in controlled game situations  Gold: Analyse performance and effectiveness of passes in the game situations  Platinum: Create excellent passes to outwit the opponents through the key techniques (accuracy, weight of pass etc)

Literacy focus/key words: Inside foot, laces, control, accuracy, weight

Learning activities:

Student led warm up in differentiated teams. Students to take on different leadership roles.

Passing: activation

 Students working in groups of 3 with 2 balls. One student works, 2 serve (rotate as required).  Ball in to feet and return, alternate feet (control the ball with the back foot, this allows you to turn quicker and protect the ball in a match situation).  1 or 2 touch.  Progress to serving underarm; student controls the ball in the air and returns with a volley  Progress to using one ball. Student receives and passes to free player.

Skill and technique development

 In pairs, students play through gates.  Variety of passing techniques through and around the gate area.  Student’s progress to receiving away from pressure into the skill box in the middle.  Perform a trick and ﬁnd a free player to repeat process.  Students work in groups (8 each time) or continually rotate with receiving touch inside the gate.  On toes ready to receive  Selection of technique and good ﬁrst touch away from pressure  Encourage students to check their shoulder for space and play with their head up  Awareness of space and opponents to be able to make the correct decision

Success criteria 2:

 Badge: Passes with some accuracy. Passes will tend to be under or over hit.  Bronze: Passes accurately with correct part of foot. The pass sometimes lacks correct weighting. Shows more basic control and technique.  Silver: Passes ball with accuracy while on the move. Demonstrates correct technique and timing while making various passes. Can run at opponent and dribble past on chosen side with close control of the ball and a high rate of success.  Gold: Passes ball with accuracy while on the move. Demonstrates different types of pass. Using correct technique and timing – displays accuracy with all types of pass. Shows tight control while dribbling past opponent on either side and is beginning to develop a feint action with the upper body.  Platinum: Demonstrates all types of pass with accuracy, good timing and correct pace. Can pass accurately while on the move, with both inside and outside of the foot. Shows high level of balance and ball control when dribbling past an opponent.

Skill/Small Sided Game

SET UP:

 Two games (4v4 in each).  Target players in 4 corners.  Students try to combine to pass into target areas.  Target players to stay in zones.  Progress to rotate in and out of zones with each pass.

Small Sided Game

 4v4, 2 goal games  Look to use turns in competitive game situations  Look for quick combinations to attack the space with purpose

Week 3 Hypothesis: ‘The stronger you are, the better you are at defending’

(1 hours class- Learning intentions: learning) - To identify the rules of defending in football - To understand and apply defensive techniques to allow for success when defending

- Defence: close marking; lateral running; covering; depth, width and concentration in defence; delay in defence; man to man.

Literacy focus/key words: brave, determined, composed, body positioning, get low, patience, tackle.

Success criteria:

 Badge: Identify the teaching points of defending.  Bronze: Identify and demonstrate the different ways you can defend in football.  Sliver: Apply good defending in controlled game situations  Gold: Analyse different defending technique to allow for success in game situations.  Platinum: Create a successful defence through leadership and team work skills, demonstration different range of defending techniques to be successful in the game situation.

Learning activities:

Student led warm up in differentiated teams. Students to take on different leadership roles.

Activation: 3v1 bib game

 Changing pace and direction  1v1 man marking- close down space  Players try to break free  With the ball (Gold/Platinum)

Technique

SET UP

 Students in pairs  P1 passes to P2  P1 tries to prevent P2 running the ball over either cone behind  Start with passive defending KEY POINTS

 Delay the attacker and deny space  Close the space  ABCs of footwork and balance

2 v 1 defending game

 Start with 1 attacker v 2 defenders  Defender plays the ball to the attacker. The two have to stop the attacker reaching the coned back line.  Communication with defensive partner  Delay and deny the attackers time and space with the ball  Decision making, when to press, when to stay Small sided game

SET UP

 4 v 2 + 2 players on outside  Attackers look to get the ball to any of the outside players  How many times can defenders win ball back?

Week 4 Hypothesis: ‘Generating power allows for success when shooting’ (1 hours class- Learning intentions: learning) - To identify how to execute a successful shoot - To understand the different types of shots and there benefits - To demonstrate good decision making during shot selection

Literacy focus/key words: Laces, Power, placement, aim

Success criteria:

 Badge: Identify the teaching points when shooting  Bronze: Identify and demonstrate different shot selections.  Sliver: Apply a variety of shooting techniques in controlled game situations  Gold: Analyse and demonstrate good shot selection during game situations  Platinum: Create goal scoring opportunities and show excellent decision-making when shooting.

Learning activities:

Student led warm up in differentiated teams. Students to take on different leadership roles.

3’s Shoot at a goal – from either side – Concentrate on accuracy not power.

Low and into the corners = harder for opponents to stop.

Condition – Number game shoot on site, coned area in the corner of goals = 2 points.

Teaching points: Head over ball. Aim for corners with accuracy.

REACH tasks will be personalised to individual students throughout the lessons as they will be able to move onto the next award. Students will aim to successfully peer and self-assess during the rugby session, becoming a leader for their team. Week 5 Hypothesis: ‘Generating power allows for success when shooting’

(1 hours class- Learning intentions: learning) - To develop their understanding and knowledge of how to outwit opponent using skills learnt. - To understand and appreciate the need to make decisions about choice of technique - To evaluate and improve ideas when unsuccessful - Literacy focus/key words: Decision making, Run with the ball, spatial awareness

Success criteria:

 Badge: Identify key skills in football to outwit an opponent  Bronze: Identify and demonstrate different skill selections  Sliver: Apply good decision making and team work skills for success when attacking  Gold: Analyse the importance of tactics and demonstrate a variety of successful skills in order to outwit opponents in attack  Platinum: Evaluate different tactics when attacking in football to be successful Learning activities:

Student led warm up in differentiated teams. Students to take on different leadership roles.

1. 4v2 attack end line 2. Condition – Channel Game or Defence vs Attack – 3. Uneven Numbers

Teaching points Always at pace, with support, Use width, Move the ball quickly, limit touches

Week 6 CONTROLLED ASSESSMENT: Students will be given a range of controlled activities to complete in line with the AQA specification and controlled assessment guidance. Their skills and ability will then be assessed in small sided game situations. Assessment will be based on their current practical (1 hours class- target (Badge, Bronze, Silver, Gold, and Platinum). learning)

Week 7 This week will be for gap reinforcement. From the assessments the lesson will be determined and will cover areas of weakness from the assessment. The lesson will also include more game play so that students can apply their skills and progress their understanding in matches. (1 hours class- learning)

Extended Learning

Students are encouraged to attend extra-curricular clubs in order to improve health and fitness. Students can improve fitness through regular exercise and activities. Students can increase knowledge and understanding of components of fitness and knowledge of netball by joining the school team or a local club.

AQA Specification

Part 1 – Skills (10 marks)

Level Mark Description The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently 9– 5 effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively 10 challenging situations. They almost always produce the intended results/accuracy. The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, 4 7–8 decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy. The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous 3 5–6 situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy. The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, 2 3–4 decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations.

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision 1 1–2 making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy. 0 0 Nothing worthy of credit.

Part 2 – Full context (15 marks) Students should perform in a fully competitive association football match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level Mark Description The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a 13– 5 high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully 15 appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student 10– 4 maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually 12 appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in 3 7–9 the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves. The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or 2 4–6 significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves. The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in 1 1–3 the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves. 0 0 Nothing worthy of credit.