Football Federation Victoria s School Teachers Unit Guide

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1 Football Federation Victoria s School Teachers Unit Guide 6-8 Lesson Plans for teachers to use in schools, aligned with AusVELS, the incoming National School Curriculum and Football Federation Australia s National Football Curriculum. Football Federation Victoria Football Federation Australia

2 Table of Contents: Introduction...3 Lesson Structure Overview...4 Definitions and Glossary...5 Equipment Requirements...6 Unit Guide Overview and the National Schools Curriculum/AusVELS...7 Relationship between Unit Guide and AusVels...8 Relationship between Unit Guide and ACARA Curriculum...10 CHANGE IT Methodology...13 Lesson 1: Running with the Ball...15 Lesson 2: 1 st Touch...20 Lesson 3: Passing and Positioning...24 Lesson 4: Striking and Goalkeeping...28 Lesson 5: 1 vs Lessons 6-8: Small Sided Football World Cup Tournament (and SEPEP opportunity)...36 Acknowledgments

3 Introduction: Football Federation Victoria is pleased to provide everyone involved in the delivery of football in schools with a resource that is designed to maximise enjoyment, participation and development of the functional game skills, necessary to improve football in Australia. This resource has been designed by a qualified teacher aware of the needs of students and potential challenges teachers face when planning or facilitating a unit of sport. We hope that we can provide you with a valuable resource that is easy to interpret, adapt and implement on the ground. The activities provided are structured in line with FFA s model session training philosophy and are designed to be modified by the teacher based on the age and ability of the students. We are hoping that practices start at a basic level and can be progressively adjusted as the practice, lesson or unit goes on. Use of the CHANGE IT methodology (explained on pg ) will provide more ideas and assistance for teachers on when, why and how to CHANGE IT. All lessons have clear learning outcomes provided, ensuring that the teacher and students have a clear focus. As well as this, the unit as a whole can be directly linked to a number of core age related levels and progression points associated with both the Victorian Essential Learning Standards (or AusVELS), as well as the incoming ACARA National School Curriculum. The unit and practices contained in the resource however do not provide specific references to which progression point or learning area it is related to. We only want to provide a guide to where it may sit in the curriculum so it makes your job of justifying footballs place in the curriculum easier. Each teacher and school will need to identify which skills and key learning areas they want to focus on and reinforce throughout the unit. No assessment rubric is provided based on this reason. It is hoped that by providing a relationship between the National Schools Curriculum, AusVELS and the lessons involved in this unit guide, this resource will make your planning of football and the justification of its place in your schools curriculum an easier process. We anticipate that this will ensure that all students have the opportunity to be exposed to the world game and the benefits that it derives. With a commitment to creating learning environments that are fun, simple to facilitate, beneficial for the development of each individual and has the essence of the play at its heart, we hope that this unit guide and the lessons contained within it will ensure that your students enjoy quality football experiences whilst at school. 3

4 Lesson Structure Overview: All lessons contained in this unit follow a specific structure that has been designed by Football Federation Australia in conjunction with the Australian Sports Commission and is mandated across all FFA Community Coach Education Courses nationally. This structure will not look too dissimilar from your traditional lesson plan. We feel that adopting this methodology ensures that there is a greater likelihood that students will understand the relevance of the lesson objective and that the transfer of learning into the game will be far greater. Please find the lesson structure below. - The Skill Introduction (Start) usually involves no opposition (and therefore less pressure to carry out the task at hand), and provides students the opportunity to refine the technique in focus (which could be demonstrated and role modelled by one of your more experienced students). A progression to more game realistic movements or decisions (by incorporating a challenge or opposition) would be the goal of a good warm up, ensuring that your players are prepared to play the game at a higher intensity. - The Skill Training component (Middle) is a modified game dedicated to facilitating the specific technical skill that is your lesson focus. The goal for the teacher is to allow the technique to be repeated as many times as possible within a game based environment, with a provision for success and challenge to occur. You are encouraged to modify the activity when necessary to achieve the session objective by using the CHANGE IT methodology (explained in more detail later in this guide). - The Skill Game (End) is simply, the game. You may choose to include conditions in the game that relate to the lessons focus (like awarding goals for beating an opponent 1 v1), however the game allows students to implement what was reinforced earlier during the session, in the game and without the intervention of the coach. With a large class, the use of Small Sided Games (4 vs 4) in multiple areas will ensure that everyone is engaged. The game will allow you to assess if learning has occurred. Skill Introduction (Start): Warm up 5 to 15 minutes Skill Training (Middle): Game Related Skill Activity 15 to 30 minutes Skill Game (End): The Game 30 to 40 mins *The time allocated to each lesson will be dependent on the school and age of the students. Please adjust the timings of each component in your lesson to suit the needs of your group. 4

5 Definitions and Glossary: Lesson objectives relate specifically to the National Football Curriculum and the 4 functional game skills (Striking/Passing 1 st Touch 1 vs 1 Running with the Ball) that have been identified as critical for the development of Australia s current and future playing base. The explanations below provide clarification about each skill. Striking/Passing: Players can make contact with the ball in a number of ways in a game of football. The rules allow you to use any part of the body except your arms (from the shoulder down) to strike the ball. Predominantly you strike the ball with your feet either propelling the ball along the ground or in the air to pass to a teammate and shoot at goal to score. You can also use your head or thigh as another method where necessary. 1 st Touch: A players first contact with the ball after receiving a pass or interception from an opponent is called a 1 st touch, often known as trapping or controlling the ball. A good first touch is always to the advantage of the attacking player/team. First Touch is acknowledged as one of the most important. 1 vs 1: Taking an opponent player on 1 vs 1 can happen all over the field. Our main focus is on attacking rather than defending, as the former is harder to master and traditionally discouraged in Australia. A successful 1 vs 1 will enable the player on the ball to go around, to the side or behind the opposing player in controlled possession of the ball. Running with the Ball: A player who is running with the ball is usually running away from an opponent or running into space with control of the ball. The player could either have close control or take big touches, keeping the ball at distance but moving at speed. *The common difference between 1 vs 1 and Running with the Ball is the position of the defender. If the defender is in front of the player with the ball a 1 vs 1 can occur. If the defender is to the side or behind the player on the ball and chasing them down, you might see running with the ball occur. Whichever is your focus, you will often find that the two intersect with each other. Where is the defending, tactics or games sense? As long as an activity is game related all of these will emerge and learning will occur through play. The teacher can coach students where necessary, although we want to let the game be the teacher and minimise a teacher led/centred approach. 5

6 Equipment Requirements: Football is a game that requires little equipment making it accessible to almost everyone, evidenced by its mass appeal around the world. This unit and the lessons provided try to ensure that a minimal amount of equipment is needed and all schools will be able to implement the practices effectively. Teachers are more than able to adapt the equipment where necessary to ensure that the students needs are being met or learning is maximised. Please CHANGE IT if you have to! - Footballs: The more footballs you have for your lesson the better. At least balls would suffice although 1 ball each would be ideal. Depending on the age of the students you may want to consider changing the size and pressure of the ball. Below is a guide; Ages Size 3 Size 4 Size 5 - Markers/Cones: At least 30 markers would be more than adequate for a class of 30 students allowing you to create multiple areas of the one activity. Having at least 2 or 3 colours to clearly identify areas/goals/zones is recommended. Try to set your whole session up in the one area (space permitting) to ensure that you have a quick transition from one activity to the next. - Bibs/Sash s: At least half (if not more) bibs would be required for the number of students in your class. Having a number of colours (enough to make up multiple teams) would be ideal, ensuring that time is maximised in activities and not wasted on organisational details. 6

7 Unit Guide Overview and AusVels/National Schools Curriculum: Classified as an invasion game, football can engender a number of physical, personal and social benefits that are valuable for the long- term development of our students and their contribution to society in general. The tables provided below highlight the specific strand/s, domains and dimensions (or learning contexts) relevant to football and this unit. The structure and facilitation of the lessons outlined in the guide will allow students to respond to emotional, social and physical challenges using varied problem- solving skills. Students will also learn how to recognise, understand, validate, and respond appropriately to their own emotions, strengths and values whilst participating in football. We would encourage you to engage and empower your students as much as possible through the use of questioning, guided discovery and opportunities to modify activities or CHANGE IT where possible. This will ensure that a positive learning environment is created and allows for personal and social interactions to occur more frequently. Although not every individual learning outcome and assessment criteria related to this unit and football has been provided, the examples given offer a good understanding of its relevance and inclusion in any schools Health and Physical Education program. We feel that an assessment rubric (although used widely in schools to assess individuals) is not essential to determine if learning has occurred. 7

8 Relationship between FFV s School Based Unit Guide and AusVELS: Health and Physical Education Foundation to Year 10. AusVELS Strands Physical, Personal and Social Learning Domains (specific to this unit). Health and Physical Education Dimensions Movement and Physical Activity Interpersonal Development Building Social Relationships Working in Teams Level: F to 2 Strand: Physical, Personal and Social Learning Domain: Health and physical education Dimension: Movement and physical activity Example: Increasing control when participating in locomotor activities that require a change of speed, direction and level. Potentially demonstrated in Lesson 2 1 st Touch Wall Pass Warm Up. Level: 3 to 4 Strand: Physical, Personal and Social Learning Domain: Interpersonal development Dimension: Building social relationships Example: Emotional engagement may be defined in terms of identification. Being provided with opportunities to participate in a meaningful way; having opportunities that are realistic (given a student s level of development); and being given recognition for effort. Potentially demonstrated in Lesson 1 Running with the Ball Feather the Nest. 8

9 Level: 5-6 Strand: Physical, Personal and Social Learning Domain: Health and physical education Dimension: Movement and physical activity Example: Identification of variables, such as precision and accuracy that affect the control of motor skills in a variety of movement environments. Potentially demonstrated in Lesson 4 Striking and Goalkeeping 4 Goal Game. Level: 7-8 Strand: Physical, Personal and Social Learning Domain: Health and physical education Dimension: Movement and physical activity Example: Refinement of technique in complex movement and manipulative skills. Potentially demonstrated in Lesson 5 1 vs 1 1 vs 1 Dual with Sprint to Ball. Level: 9-10 Strand: Physical, Personal and Social Learning Domain: Interpersonal development Dimension: Building social relationships Example: Students are developing more supportive relationships with their peers; gaining independence from their parents and teachers; have a positive attitude as well as protective coping skills and a sense of optimism. Potentially demonstrated in Lesson 6-8 Small Sided Football Tournament and SEPEP opportunity. 9

10 Relationship between FFV s School Based Unit Guide and the ACARA Australian Curriculum: Health and Physical Education Foundation to Year 10. ACARA (National Curriculum) Strands Personal, social and community health Key Ideas (Specific to this Unit) Being Healthy, Safe and Active Communicating and Interacting for Health and Wellbeing Contexts for Learning Health benefits of physical activity Mental health and wellbeing Safety Movement and physical activity Moving our body Understanding movement Learning through movement Active play and minor games Fundamental movement skills Games and sports Level: Foundation Strand: Movement and physical activity Key Idea: Moving our body Context: Active play and minor games Example: Demonstrating an understanding of the game by following procedures for participation such as running when someone taps your hand, stopping play when the whistle goes, and keeping the ball inside the boundaries. Potentially demonstrated in Lesson 1 - Running with the Ball - Run and Strike. 10

11 Level: Year 1 and 2 Strand: Movement and physical activity Key Idea: Learning through movement Context: Fundamental movement skills Example: Describing how a game can be modified so that everyone can be involved. Potentially demonstrated in Lesson 5 1 vs 1 Mini Game. Level: Year 3 and 4 Strand: Personal, social and community health Key Idea: Communicating and Interacting for Health and Wellbeing Context: Mental health and wellbeing Example: Predicting and reflecting on how other students might feel in a range of different situations, and discussing what they can do to support them to feel better about the situation (for example, if someone is having trouble doing a movement skill). Potentially demonstrated in Lesson 2 First Touch Pairs Through Gates. Level: Year 5 and 6 Strand: Personal, social and community health Key Idea: Being healthy, safe and active Context: Mental health and wellbeing Example: Proposing strategies to respond positively to difficulties and limitations such as positive self- talk, early help- seeking and optimistic thinking when facing challenges. Potentially demonstrated in Lesson 3 Passing and Positioning Piggy in the Middle. 11

12 Level: Years 7 and 8 Strand: Movement and physical activity Key Idea: Understanding movement Context: Games and Sports Example: Designing and refining a range of movement strategies and tactics that manipulate space and the relationship to other players in a range of games and sports (such as creating a three- on- two situation or applying a zone defence in a territorial game. Potentially demonstrated in Lesson 4 Striking and Goalkeeping Move the Keeper Game. Level: Years 9 and 10 Strand: Personal, social and community health Key Idea: Communicating and interacting for health and wellbeing Context: Devising modifications for games and sports that increase inclusivity and enjoyment. Potentially demonstrated in Lesson 6 Small Sided Football Tournament SEPEP opportunity. 12

13 CHANGE IT Methodology Based on the lesson objective and learning outcomes, you or the students should modify the activity where necessary to ensure that activities remain enjoyable and challenging. Try to limit the amount of modifications and speed of each change to ensure that the players have time to adjust. The following are examples of things you could do if you need to CHANGE IT. 13

14 When and How to CHANGE IT: The facilitator has the responsibility to observe students and how successfully they are achieving the objective/goal of the practice. Based on their observation a change to the activity, either progressing up or down will ensure that the activity is suited for the age, ability and motivation of the students involved. 14

15 Lesson 1 - Running with the ball Topic: Running with the Ball (Dribbling) Lesson Objective: Provide as many repeated opportunities for players to run (dribble) with the ball in a game based environment. Learning Outcomes: Students will have a better understanding of the decision making process involved in executing the specific skill and general game play. Can the player or teams recognise when, where, why and how to run with the ball during the game? Teaching Points and Cues: - Head up and scanning the area to identify space to move in to. Why do we keep our head up? - Accelerate with the ball into a free space, toward goal or away from an opponent. What can you do if there is space in front of you? - Lots of touches at pace or big touches out in front of you at pace? Which one is faster? 15

16 Lesson 1 - Running with the ball START (OPTION 1): EMPTY IT! FILL IT! Mark out a 14m x 14m square. Students in two teams dribble balls around the square. Outside the square, each team has two lines marked: one for their balls and one for themselves. On the call empty it! the teams compete to be the first to empty the square. On the call fill it the teams compete to be the first to get all their balls and themselves back in the square. 16

17 Lesson 1- Running with the ball START (OPTION 2): FEATHER THE NEST Mark out a triangle with sides 10-12m long. Three teams of two students are positioned at each corner with a cluster of balls in the middle of the triangle. The object of the game is to gather as many balls as possible for the corner or nest within a set time period. One student from each team runs to the middle of the triangle to get a ball and dribbles it to their corner, or nest, and leaves it there. Their team- mate then does the same. When all the balls in the middle of the triangle are gone, players can take them from someone else s nest. Players are NOT allowed to stop others from taking balls from their nest no blocking, defending, tackling etc. No hands! Feet only. 17

18 Lesson 1 - Running with the ball MIDDLE: RUN AND STRIKE Organisation Split the class into 2 groups, half with a ball and half without Create gates/place markers 1 metre apart and 2 metres back and repeat at the other end as shown. The length should be suitable for the age/ability of the players (20-30 metres). Rules/Instructions The attacker with the ball lines up with a head start on the defender without On the attackers first touch, the player with the ball runs with it to at least the shooting area, i.e. 1 st gate before shooting at an empty goal The defender without the ball tries to sprint past the attacker with the ball and over the end line before the attacker shoots. If the defender wins the ball they can score. Swap roles after each shot Variations Vary distances Put a goalkeeper in Have a time limit Left foot/right foot 18

19 Lesson 1 - Running with the ball END: GAME Organisation In an area 20m x 45m (wider than longer) 2 teams Rules/Instructions Teams/students try to score a goal by running the ball outside of the area toward their goal. Students must shoot at their goal/target within 3 seconds of entering shooting area. Only one attacker is allowed in the scoring area. Only one defender can enter the area to defend or apply pressure on the attacker but cannot goal tend. Variations No player is allowed to play the ball forward. It can only be played backward or square (just like rugby league). Challenge the players to use alternate feet to run with the ball after they have had the chance to practice with their good foot. Introduce keepers Reduce numbers in the middle by placing neutrals on the wings. Pass limit before running through. 19

20 Lesson 2 1st Touch Topic : First Touch (Control of the ball 1 st contact after receiving the ball) Lesson Objective: Provide as many repeated opportunities for students to practice their 1 st touch (control) in a game based environment. Learning Outcomes: Students will have a better understanding of the decision making process involved in executing the specific skill and general game play. Players will have an improved ability to control the ball dependent upon the area of the pitch, speed/direction of pass and opponents. Teaching Points and Cues: - Keep the ball close to you. Can you keep your first touch close to your body so you are ready for your next pass? - Learners using the biggest surface area of their foot. How can you control the ball with the biggest area of the foot? - Attackers aware of where a defender is and taking their touch away from them. How can you take your touch away from an opponent? Can you see what s around you before you receive the ball? 20

21 Lesson 2 1st Touch START: WALL PASS WARM UP Organisation 20m x 20m 6 players inside move around in the square without a ball 6 players on outside with a ball each Rules/Instructions The outside players pass a ball in to any player who receives, makes a turn (any/or get the players to show different turns) and then passes back to a player on the outside without a ball Swap roles regularly Variations Encourage the use of both feet Allow players to interchange Players on the side throw the ball in to player in the middle so they can control it on the thigh, chest, etc 21

22 Lesson 2 1st Touch MIDDLE: PAIRS THROUGH GATES Organisation 20m x 20m 6 players inside move around in the square without a ball 6 players on outside with a ball each Rules/Instructions Mark out an area about 20m x 30m and set up small gates in the area two cones about a metre apart. Create 2 or 3 teams who have to pass the ball through a gate to their team mate who controls the ball to score a goal. Play is continuous and goals can be scored in any gate although you can t score in the same goal twice. Variations Minimum of 2 touches Encourage the use of both feet Neutral players to provide advantage to team in possession 22

23 Lesson 2 1st Touch END: GAME Organisation 20m x 30m (or depending on numbers) Organise 2 teams per playing area Rules/Instructions Normal game rules (keepers or no keepers as an option). Use any variation of teams, e.g. 2v2, 3v3, 4v4 Variations Minimum 2 touches only. Progress to uneven teams, e.g. 4v2 to make it more challenging Create 3 rd team who act as neutrals on outside and rotate after each goal or 2 minutes. 23

24 Lesson 3 Passing & Positioning Topic: Passing & Positioning (Game Sense/Awareness) Lesson Objective: Provide as many repeated opportunities for players to pass the ball in a game based environment. Learning Outcomes: Players will have a better understanding of the decision making process involved in executing the specific skill and general game play. Players will be able to better evaluate when, where, why how to pass or receive the ball. Recognition of space, time, opposition and where the goals are will improve. Teaching Points and Cues: - Use the largest area of their foot to pass the ball. How can you ensure that you make good contact with the ball? - Feet follow through to the direction of their intended target. Can your foot follow through in the direction of your pass? - A player s head and body weight is over the ball. How can you adjust your body to keep the ball on the ground when passing? Can you put your head and body weight over the ball to make it stay on the ground? - Players create a passing option for their teammates. How can you get into a position to receive a pass? Can you always create an option to the left right middle for your teammate on the ball? 24

25 Lesson 3 Passing & Positioning START: PIGGY IN THE MIDDLE Organisation Create multiple 12m x 12m squares Organise into groups of 5 4 players on outside of area (attackers) and one in the middle (defender) Rules/Instructions Attackers awarded a goal for 5 consecutive passes Defenders awarded goal for intercepting pass Defenders swap after 1 minute. Variations Maximum 1 or 2 touches only Defender swaps after each touch Attackers play inside the area 10 passes and the defender stays in again 25

26 Lesson 3 Passing & Positioning MIDDLE: 1 TOUCH FINISH Organisation 20m x 30m 3 teams of 4 Rules/Instructions Players try to bounce the ball off one of the resting teams players and score with a first time shot into either of the two goals at their attacking end. Normal goal = 1 point and 1 st Time Shot goal = 3 points. Teams rotate after each goal Variations Create 2 teams with no rest Limit touches 5 passes and goal=3 goals 26

27 Lesson 3 Passing and Positioning END: GAME Organisation 20m x 30m (or depending on numbers) Organise 2 teams per playing area Rules/Instructions Normal game rules (keepers or no keepers as an option). Use any variation of teams, e.g. 2v2, 3v3, 4v4 Variations Maximum 1/2/3 touch Play a 1-2 to score a goal Set pass target before allowed to shoot Progress to uneven teams, e.g. 4v2 to make it more challenging 27

28 Lesson 4 - Striking and Goalkeeping Topic: Striking/Goalkeeping Lesson Objective: Provide as many repeated opportunities for players to strike at goal or save a goal (for goal keepers) in a game based environment. Learning Outcomes: Players will have a better understanding of the decision making process involved in executing these skills and general game play. Players should recognise what sort of a position they need to get into to score or stop a goal and how a team can work together to increase their chances of scoring or saving goals. Teaching Points and Cues: - See Passing and Positioning (Pg. 24). - Move into a position to receive the ball and strike at goal. How can you position yourself to get a shot on goal? How can you pick your target before striking at goal? - Goalkeepers move into a position to protect the goals from a strike. How can you best position yourself to stop the ball from going in the goal? Should you come out of the goal/area to close the angle of the strike? - Goalkeeper gets up/reacts quickly if they are out of position or are on the ground after a save. 28

29 Lesson 4 - Striking and Goalkeeping START: KEEPINGS OFF Organisation 10m x 10m squares 2 teams of 3 or 4 inside the area Rules/Instructions Players try to keep possession using their hands only. Players can only intercept the ball in the air and cannot tackle. 10 passes = goal. Variations 1 handed only Extra points if you head the ball back to another team mate Add goals at either end 29

30 Lesson 4 - Striking and Goalkeeping MIDDLE: MOVE THE KEEPER GAME Organisation 20m x 10m 2 teams Rules/Instructions The attacking team has 4 players on their team to score in either goal (past the keeper who must protect 2 goals). The defending team can use only 3 players to win the ball (whilst a goalkeeper stays back) Once a goal is scored or the other team gain possession of the ball teams must change from 3 players to 4 or vice versa. *Depending on the numbers in your class and ability, adjust the amount of players able to attack or defend at any one time. Variations Must make 3 consecutive passes before shooting Place extra players around the perimeter of the area Limit touches Time limit per attack 30

31 Lesson 4 - Striking and Goalkeeping END: 4 GOAL GAME Organisation 40m x35m 2 teams and 2 neutral Goalkeepers Rules/Instructions Players can shoot in any goal past Goalkeeper who is awarded a goal if they save a shot from any team. Variations Must make 3 consecutive passes before shooting 1 touch finish Limit touches 3 or 4 Goalkeepers 31

32 Lesson 5 1 v 1 Topic: 1 v 1 (Beating an opponent (in all areas of the field)) Lesson Objective: Provide as many repeated opportunities for players to take a player on 1 v 1 in a game based environment. Learning Outcomes: Players will have a better understanding of the decision making process involved in executing the specific skill and general game play. Players should understand, when, where, why or how to try and beat an opponent 1 v 1, dependent on the area of the field, opponent and game situation. Teaching Points and Cues: - Attack the opponent with pace and/or use of deception. Can you try and beat your player with a change of pace or by moving as quickly as possible with control of the ball? Can you use deception (using a turn/trick/dummy) to get past your opponent. What types of moves have you seen Messi/Ronaldo/Kewell use to get past a player? - Attackers recognise space in and around an opponent to exploit. How can you recognise when to take on a player? - Keep close control of the ball. Why is it important to keep the ball nice and close if other defenders are around? What ways can we control the ball in football? 32

33 Lesson 5 1 v 1 START: 1 V 1 MINI GAMES Organisation Multiple 10m x 10m squares set up 1 pair in each square or 2 pairs (with 1 resting) Rules/Instructions Players try to beat opponent and stop the ball on their opponents line to score If the defender wins the ball they can continue and score on their opponents line Play restarts if the ball goes out Variations Must attempt skill (trick) before scoring Ball through legs (Nutmeg) = 2 goals Time limit 33

34 Lesson 5 1 v 1 MIDDLE: 1 v 1 DUAL WITH A SPRINT TO BALL Organisation 20m x 20m grid 2 teams line up as shown. The coach serves the ball in and on his/her call the players sprint out, both players defend/attack the 2 small goals until one or the other scores or the coach calls a halt to the game Rules/Instructions Players attempt to dribble past their opponent and can score by either passing the ball into one of their goals or dribbling it into the goals. Variations Vary the position of the service so the players have to deal with various angles, etc Vary the runs players need to make to get to the ball, i.e. one group may have to run through the nearest set of goals whilst the others may run around the furthest Introduce a second time limit in which to score Each 1 v 1 game should last no longer than 30 seconds with ample recovery in between to keep quality. You can put in really wide goals or use an end line. 34

35 Lesson 5 1 v 1 END: GAME Organisation 20m x 30m (or depending on numbers) Organise 2 teams per playing area Rules/Instructions Normal game rules (keepers or no keepers as an option). Use any variation of teams, e.g. 2v2, 3v3, 4v4 Variations Must run through goals to score Must take on a player before scoring Award goal for beating a player 1 v 1 Players cannot pass forward 35

36 Lesson 6 - Small Sided Football World Cup Topic: World Cup Tournament Lesson Objective: Apply what has been learned from previous sessions in a round robin tournament. Learning Outcomes: Players have the opportunity to use the specific technical skills covered and applied in previous lessons in a tournament style competition. Improved teamwork, team dynamics, tactics and relationships will be observed. Teaching Points and Cues: - Teams understand how to attack or defend as a unit. How can you make it hard for the opposition to get the ball off you? How can you make it as hard as possible for the team to score against you? - Teams and players coach each other. How can you and your teammates provide information to each other during the game? How do you think it might benefit you? *If you are adopting a SEPEP approach please refer to Sport Education Physical Education Program material for more information on ways you can implement it in your school. 36

37 Lesson 6 - Small Sided Football World Cup START: GROUP WARM UP TOURNAMENT: Organisation Create multiple playing areas of 20m x 30m Create even teams of 3 or 4 players. Draw up fixture list and results table Rules/Instructions Normal football rules with no goalkeepers Limit games to 5-10 minute halfs Variations Have 4 playing fields all with a different technical skill focus eg. 1 v 1 or passing. Limit excelling players to 2 touches or to opposite foot. 37

38 Acknowledgements: Football Federation Victoria would like to acknowledge and express our appreciation to the following people that contributed to this resource: Author Anthony Frost, Football Federation Victoria Images and practices Kelly Cross; Han Berger; Norm Boardman, Football Federation Australia Methodology Australian Sports Commission Advice and review Football Federation Australia; School Sport Victoria, Australian Council for Health Physical Education and Recreation References Australian Curriculum Assessment and Reporting Authority 2013, Australian School Curriculum, Australian Curriculum Assessment and Reporting Authority, Sydney, NSW Football Federation Australia 2007, National Football Curriculum, Football Federation Australia, Sydney, NSW Victorian Curriculum and Assessment Authority 2013, AusVELS, Victorian Curriculum and Assessment Authority, Melbourne, Victoria Community Coach Education Football Federation Victoria Level 3, 436 St Kilda Road, Melbourne Victoria 3004 phone: (03) fax: (03) web: This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from Football Federation Victoria. Requests and enquiries concerning reproduction should be addressed to Better Coaches, Better Football 38

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