PHYSICAL EDUCATION SSEH5464

LESSON PLAN

Teachers: Tom O’Brien DATE: 21/05/2018 TIME : Start 1:15pm

: Finish 2:10pm
NUMBERS: 30 LESSON TOPIC: Soccer : Duration 60 minutes

Teaching content and learning focus: Students will apply what they have learnt to competitive and game
style scenarios and practise what they have learnt through drills and then into small sided games.

Student knowledge/skills assumed: Students should have knowledge of all soccer skills and be competent in
performing the skills. Students should also understand the basic rules of soccer.

Lesson aims/objectives:
 Warm students up well and specifically
 Instruct students on playing competitive soccer games
 Introduce students to competitive games that incorporate skill development of creating space and an outnumber
 Make it enjoyable for the students

Personal teaching goals/behaviours: Equipment needed & facility preparation:

 Confidence and clarity when instructing  Markers
 Feedback – positive sandwich  Soccer balls 1 per pair
 Modify lesson depending on skill level  Whistle
 Goals
 Bibs
 Pen
 Whiteboard

Lesson Differentiation: Catering for varied ability/interest/readiness levels.

Males/Females - Passing distance may need to be adjusted

Skill - Progressions for skills so those with higher skill levels don’t get bored if they
progress quickly

Strength - Adjust passing and trapping distance depending on assessed strength

Injured/Sick - Adapt exercises/activities so they can still participate

- Give another job to do such as scoring or umpiring or tossing the ball

Game - May need to be modified depending on ability of students in teams

TIME CONTENT/ACTIVITIES ORGANISATION
9:55am Warm up – grouping
15 min
 Address students and remind them we are
continuing with soccer. Get students to help
bring the gear down to the oval.
 Teacher will take the roll.
 Students will group in small square where
teacher calls out numbers and the students are
required to form groups based on the number.
Teacher will run through 3 times finishing on
2 so that they are in pairs.
 Following, students will find a pair and line
up on the markers set out already. They
should be facing each other. They will
resemble the diagram; however, will be set
out in halves so that six runs one way and
another six run parallel.
 They are to work out and back completing a
specific warm-up activity and then high five
in the middle.
o High knees
o Butt flicks
o Open the gate
o Close the gate
o Push the ducks
o Squats
o Lunges
 Students will complete jumps as well before
they are regrouped into their larger groups for
lane work. This will include normal, 180-
degree rotations and finally 360-degree
rotations with a partner.
 Students will be instructed to look under their
markers where they will find a different
coloured sash that will signify their groups.
o Yellow
o Green
o Red
o Blue

o No sash
 This will be split so that 3 students get
different coloured sashes and 3 get no sashes
per group. There will be four boxes marked
out that students will find themselves lined up
in which will result in a 3v3 game where they
are required to dribble the ball over the line.
Each time they do so it’s a score for the team
 that have dribbled it over.
 This will be marked out as above, however, it
will have 4 squares rather than two.

Soccer drills- development

10:10am
15 min  Students will remain in original groups
where they will be combined with the
group next to them and are to complete
2v1 soccer drills. This will be done so that
that ball starts at the attacking line where
it is a (6v5 and goalie or 7v5), however,
before that it will be two squares with two
defenders in each and 3 attackers to work
through each of the squares. This will
have a goalie.
o Modifications will include the
changes in numbers along with
goalie or non-goalie changes and
this will work through.
 Students will shoot for goal following
their effort in the 2 v 1 drill.
 The Markers should use the existing ones
that will mark out two boxes. This will
allow for two defenders to stand in each
box as the attackers run through. As soon
as the ball leaves the box it is out and will
be re-started.

Soccer game- explanation

10:25  Bring students in to be standing in their
15 min groups to explain the game.
 There will be 2 games with 4
different teams
 The teams will be randomly
assigned and held the same.
 They cannot use a goal keeper
 The games are normal rules.
Balls must be kept low
 Mostly self-umpired
 Sick students may be required
to umpire games.
 At the end of each game, the
captain will be required to
deliver the scores to a sick
 student or myself in regard to
their game to be written down.
 The fixtures for the upcoming
games will then be read out
and on what field they will be
played on.
 Each game will last 5-8 minutes with a swap
over occurring after the that time has elasped.
 After it has elapsed, the groups will rotate
clockwise with the captain from each group
telling the score to the teacher or sick student.
This means they get longer in the game.
 Provided there is time at the end, the students
will play one large game of soccer with
everyone involved.

Conclusion
10:40am  Bring students in to give final address.
5 min  Recognise that students went well and were
improving
 Encourage them to keep getting better
 Mention we will be continuing with soccer for
the next couple of lessons.
 Get students to help with return of gear.
Rules:
 Beginning of game: Students kick off from the
centre.
 Students to try and score in the other teams
goals and are rewarded with a point.
 Teams must not have a goalie in place.

Teacher assessment of students:

 Teacher will assess passing and trapping
ability through the basic drills at the beginning
of the lesson. This will determine whether or
not drills need to be adjusted due to skill level.
Teacher will address student’s involvement in
the two games to follow. 2v1 variation and an
actual small sided game.

Student self-check assessment:

 Did students appear to understand and feel
like they were performing their skills properly
 Could students apply learnt skills to
competitive and game like scenarios.