Unit of Work Football Y9

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Activity/length:

Football

Curriculum Aims:
(Specific the purpose of Physical
education and the which of the 4
aims this unit supports)

Students will be physically


active for sustained periods
of time and engage in
competitive sports and
activities. They will:

use and develop a


variety of tactics and
strategies to
overcome opponents
evaluate their
performances
compared to previous
ones and
demonstrate
improvement across
a range of physical
activities

Health & Safety:


People: ensure teaching staff have the
relevant qualifications
Ensure any TAs are fully briefed on the risks
involved for them and the students within the
environment
Ensure the students can behave and act
maturely when performing contact skills

Context: educate the students to check


the pitch for hazards. And to check
equipment for hazards. Always show
technique and procedures according the
NGB (fa)

Organization:

make sure that


pitches do not cross over to avoid collisions.
Use equipment checked. Use progressive

Year/Class:
Year 9 top set boys

Resources: (Specific to the challenges reference to equipment, teaching and learning resources (e..g
task cards), and ICT equipment) football pitch, two bags of footballs, full set of
bibs (4 colours), stack of cones, I pad, whiteboard and whiteboard
pens,

Aims/objectives:
Through involvement in the football as an invasion game unit students will: take part in skill and technique orientated,
tactical orientated and physically oriented challenges working either individually or as a team. They will analyze their
performances compared to previous ones and professional ones before starting to demonstrate improvement whilst working in a
team safely and effectively.
1. Students will be able to select and use strategies and tactics in order to influence attacking and defensive play according to
the range of skills disposable to them.
2. They will refine and adapt skills and techniques in order to become more accurate, precise, faster, creative and more
consistent in performance
3. Student will be able to explain and apply transferable aspects of skill, tactics and techniques from other sports or highlight
links between different curriculum areas such as English, maths, PSHE and science in football.
4. Though working in teams, understand the differing roles and responsibilities that create a positive team environment and
apply this in warm up and cool down situations as well as in team games.
Through the unit students will develop their skills in the following ways: students will develop the following skills:
Defending deep, pressing, Shooting, Differing formations, using width, using height, using possession, Crossing, Volleys,
adapting roles within formations, adapting play according to scenarios, how to break and use the offside rule. In order to apply
techniques specific to the game effectively, and consistently. Students will learn to evaluate and improve by: comparing
performances to perfect models, discussing rules and the impact they have on situations in games, using video technology to
highlight technique or tactics, use information gained by themselves or others to improve their own or others play.
Curriculum Aims (Aims): Try different ways to tackle a problem (tactics and skills), promotes the spiritual, moral, cultural,
mental and physical development of pupils at the school and of society by using football as a scope to discuss current issues in
the society such as race, cheating and sportsmanship
Language and Literacy (L & L) :
1) read, watch and listen to understand information and instructions about perfect tactical or skill technique, then use this
understanding to act appropriately in game situations
2) Contribute to discussions and use speech to work collaboratively to agree actions and conclusions when working in teams
and deciding how to outwit your opponent.
Inclusion Strategies: The tasks in this unit will provide challenges for those gifted and talented students that will fully stretch
their knowledge as well as physical ability as well as including everyone from any socio-economic background as the school will
be able to provide spare equipment discretely for those students recognized for entitlement to pupil premium.
Setting suitable learning challenges: the students will able be able to experience success due to the core challenges. For
those who need extra stretching and challenging work it will be provided by means of increasing responsibility in teams and
leadership which fill further test application of tactics and knowledge.
Responding to pupils needs and overcoming potential barriers for individuals and groups of pupils: Effective learning
environment and a range of assessment strategies will enable all needs to be met, with a range of learning resources to support
communication of objectives. Additionally a range of learning resources and equipment will be used alongside different teaching
strategies to overcome potential barriers.

teaching for skills and tackling for safety.

Outcome/Process:
Apply their own principles of
attack and defensive play as
well as devising and testing
their own creations of tactics
and set plays.
Identify how lead a warm up
and cool down effectively.
make links with different
invasion games and highlight
aspects of positive transfer of
tactics and skills

Core tasks: Weeks 1-3


(specific learning challenges that students will complete to achieve the learning outcome of that
phase of the unit)

Initial brainstorm on the effects of, reasons for and how to


warm up and cool down effectively for football use a
group discussion to create a brainstorm of the students ideas
and reasons. Encourage links between sports and show
similarities and differences between different sports.
Pre-determined Attack Vs Defense scenarios develop and
apply attacking and defensive tactics by splitting into four groups,
each time is given a sheet with a scenario for attack and defense
with success criteria. E.g. a team who are defending are 1 nil up
and to win have to complete the last 7 minutes without conceding
a goal. Students will also have a suggestions sheet providing
information about how to input tactics for certain situations
Create your own scenario and tactics evaluate the tactics
used in the previous task, as well as adapting tactics learnt in
other sports to be able to devise and apply their own tactics in
order to discuss and create a defensive and attacking scenario
these must include a success criteria. Plan tactics to combat
these scenarios and play them. Evaluate using someone with the
role of a coach or video footage the success of the tactics. Using
the evaluation improve your game plan and re-play it.
Overloaded passing games in grids refine skills and link the
use of skills and how they impact on tactics using overloaded
teams play games in a grid with differing success criteria (i.e. 20
passes, across the box 5 times, every player complete a pass,
hold the ball for 1 minute). Differentiate the time allowed and the
amount of player overload to create different game specific
situations.

Compelling /
irresistible learning:
Use of iPod
Relating learning to real life
examples from football
Giving control of coaching and
evaluating to the learner
Playing games and tournaments
Create mind maps of prior
knowledge of team challenges.
Assign different roles to develop
independent learning.
Use evaluation prompt cards to
decide how effective their team
work was, what could have
been done better and how
different people s roles worked
Video using evaluator APP to
enable students to adapt plans
Using FIFA (Xbox/PlayStation) as a
learning tool for homework
Designing their own warm ups
Plenty of opportunity for success

Outcome/Process
cont.
Be comfortable using a
range
of
skills
and
techniques accurately and in
time
Be able to consistently select
and then apply correct
techniques with precision
and appropriate speed
warm up and cool down
effectively with consistent
good practice

Core tasks: Weeks 4-6


Student lead warm up groups continue to extend the
knowledge of the reasons and effects of warming up and cooling
down by working in small groups, students will do their warm up
and cool downs. Each member of the group is assigned a lesson
they have to plan a warm up and cool down to lead for their
group. Start by using the most confident people and include
transferable warm ups from students strongest sports.
Identifying shooting techniques and using them in the
correct place recall, compare, perform and evaluate the effect
of different skills and how they can contribute to decisions that
are made in the game. working individually students will create a
list of different shooting techniques (side foot, laces, placement,
low, high, curling outside, curling inside, power, chip/lob, dummy
then shoot) and they will make their way around a circuit on a
pitch where they will shoot from differing angles towards goals
and have different targets in a goal (for example bottom left
corner) after each shot they will identify where they took each
different shot from. And then use this to plan areas on a pitch
where they will use certain types of shot. They will then get the
chance to implement this in a game situation and asses if they
used the correct shots in the correct places.
Cross or pass? compare and select different techniques and
passing options in attacking and defensive scenarios in order to
make the best in-game decisions. using the width of a pitch and a
2vs3 overload with a target area in the box to hit. Depending on
the positioning of the defenders and the ability of the attackers to
manipulate them, is it more effective to try and cross the ball and
get 10 points by hitting the target area? Or is it more effective to
keep possession and transfer the ball back to the half way line
and gain 5 points? Students are going to plan runs to make and
methods of outwitting their opponent to make the space to cross
it and then evaluate the effectiveness of what theyve planned
according to the points scored.
Beat your man working in pairs or threes make a small

channel to work in. players must plan certain skills they are going
to use to beat a defender (in 1vs 1 or 2 vs 1 situations) after they
have planned it and performed it they must evaluate its
effectiveness through recall or video and rank it out of 10 for the
situation it was used in. justifications must be made on why they
have ranked it as they have.

Outcome/Process
cont.
experiment with different
roles within a team and gain
an understanding of the
importance of teamwork
within game situations
start to have input on
developing practice with a
direct cause to improve a
certain aspect of skill or
tactical play
have a strong positive
influence on games and
practices by taking on
various roles,
complete the performance of
skills with control accuracy

Core tasks: Weeks 7-9


create player profiles and utilize them in small sided
games reflect, identify and analyze other players strengths and
weaknesses and how this will impact their role and performance
in game situations. Start to evaluate the impact their strengths
and weaknesses have on a game and how improve them. in small
teams (that they will use in games) before the games play create
a player profile for another person on your team and identify their
strengths, tactically or physically and then recommend a position
and role for them in your small team. Set targets for individual
players so they can achieve success. Implement these
recommendations in the game as part of a tactical plan. After
each game the person will update their profile including statistics
from the game such as goals scored. These can be used to
evaluate effectiveness.
Be a coach! using the evaluations from the previous lessons
identify 5 areas that are most prominent among the whole class.
Then in 5 groups the students have or create an exercise or

and pace
be able to adapt learnt
schema
quickly
and
creatively when faced with
new situations or problems in
a game
start to have input on
developing practice with a
direct cause to improve a
certain aspect of skill or
tactical play

activity to directly combat the weakness identified. Then in a


rotation of the groups they will coach their activity to the other
groups. The other groups will assess the effectiveness of their
training session and make recommendations to improve it.
Luck of the draw football develop links between changing
situations and how to deal with these situations most effectively
by selecting and applying different tactics and skills to combat
them. this is a small sided tournament with a difference, first
select equal teams for the tournament. Prior to each game a
player from each team will have to draw an aim from a hat these
aims will provide a success criteria for each team as well as the
normal points scoring system. The aims will be things such as
keep a clean sheet in this game = 2 extra points score more
than 5 goals in this game = 3 extra points headed goals are
worth 1 point each in this game. This will mean each team has a
different focus per game and will have to utilize player and tactics
differently from game to game to use their strengths.

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