← Football: Attack & Defend
FreeLower KS2Year 3, Year 443 mins
Football · Lesson 4 of 6
Creating Space
Learning objective: To move into space to support a teammate when attacking.
Success criteria
- I can move away from defenders to get free.
- I can make myself available to the player with the ball.
- I can pass to a teammate in space.
Equipment
- One size-3 or size-4 football per pupil
- 30 cones / flat markers
- Bibs in four colours
- 4 pop-up goals or cone goals
Organisation & set-up
Two 20m x 15m pitches with cone goals. Teams of four.
Warm-up: Pass and Move Grid
7 mins- Groups of four pass one ball; after passing, move to a new space.
- Add a second ball.
Skill introduction & demonstration
5 minsFreeze-frame demonstration with one group: show the difference between a crowded attack and a spread attack. Use 'wide and long' language.
Spread outWidth and depthShow for the ballPass and move
Skill development 1: Rondo 4v1
8 mins- Four attackers around a box, one defender in the middle.
- Attackers move along their side of the box to create passing angles.
Skill development 2: 3v2 to Goal
6 mins- Three attackers versus two defenders; attackers try to score in a cone goal.
- Encourage the spare player to stay wide.
Main activity: 4v4 Width Game
12 mins- 4v4 with two 'channels' on the sides where defenders cannot enter.
- Teams score double if the goal follows a pass from a channel.
- Remove channels in the final minutes.
Coaching points & teaching cues
- Spread out
- Make an angle
- Communicate - call for the ball
- Pass and move
Common mistakes & corrections
- Everyone chases the ball: Freeze and ask each pupil to point to a space.
- Hiding behind defenders: Move to open a passing line.
- Standing still after passing: Pass and move immediately.
Easier challenges
- Overload: 4v2 to give more time.
Harder challenges
- Two-touch limit.
- Must pass before scoring.
Inclusion & SEND adaptations
Adaptations
- Use larger, softer or brighter balls (e.g. beanbags, balloons, sensory balls) for pupils who find tracking difficult.
- Offer a seated or stationary version of each task; pair with a supportive peer.
- Use visual cue cards and demonstrate rather than relying only on verbal instructions.
Maximising participation
- Keep groups small (2-4) so every pupil has many turns.
- Avoid elimination games; use points or personal bests instead.
- Rotate roles (thrower, catcher, coach, scorer) so everyone has a purpose.
Assessment opportunities
- Observe off-the-ball movement.
- Can the pupil explain why spreading out helps?
Plenary & reflection questions
- Why do we spread out when we have the ball?
- What makes a good passing angle?
- How did the channels change your game?
