The Boot Room


Issue 10 August 2014 Medium Term Objectives


Technical (doing)


• Players will use different parts of their feet in unopposed and semi opposed situations


• Players will use different parts of their feet to trick a defender and move past them


• Players will use different parts of their feet to trick defenders in game situations


It is important to note that the content of the medium term plan is adaptable and can be changed according to the individual needs of the children and what they are achieving within each lesson.


After delivering the first lesson you may revisit the medium term objectives and tweak the content to allow the class to work more in the physical corner. The plan is easily adaptable and objectives can be added or taken away at any time to suit the stages of learning and development of the learners.


Physical (doing)


• Players will use their bodies to disguise the way they intend to travel within opposed practices


• Players will use changes of speed and direction to unbalance a defender in order to move past them


Psychological (thinking and doing)


• Players will decide when is a good time to move away from a player with and without the ball


• Players will use creative movements and tricks to move away from a defender


• Players will evaluate their performance and work out ways to improve


Social (discussing and doing)


• Players will be able to set up their own games and manage these games on their own


• Players will understand the need for everyone to feel involved within the games


• Players will be able to communicate with each other during the game when attacking to create chances to score


5


Big groups, small spaces: dealing with awkward environments


Large class sizes and restricted areas are a common experience when delivering in schools. Often classes of 30 children will share a badminton court sized school hall with an organ in one corner and a stereo in another. With many environmental hazards around it is important to ensure the safety of the children.


4


Design learning activities that link to the medium term plan


Once the medium term objectives are set, you can start to look at the learning activities that will help the children achieve the objectives. Something as simple as a 1v1 practice may help the children achieve two or three of the learning points in the technical and physical corners , whilst paired evaluation work [see Andy Lowe’s article on page 62] and group discussion can help with the psychological and social objectives. As you start to create effective learning activities that clearly link to the objectives you can start to have a go at building your first lesson.


Environmental constraints are not, however, a reason to sit children in lines or on benches during PE lessons. Even with small PE halls or playgrounds it is still possible for children to be “physically active for sustained periods of time” as the National Curriculum outlines. FA Youth Award Module One or Level One games such as Through the Gate or the Great Escape are useful templates to allow maximum participation by all for a sustained period of time. These games can be adapted to incorporate different outcomes determined by the needs and experiences of the children.


The lesson template on page 44 is similar to the Through the Gate game with a slightly amended focus on using different parts of the foot and changing speed and direction with the ball. By using markers as gates and letting children play individually allows each child repeated opportunities to practice the desired outcomes.


The session can also be changed to suit individual learners. All children learn at different rates and at different stages. Differentiating between individuals is key in providing challenges for everyone within the lesson.


Encouraging the children to play against other players within the session increases the challenge for those who need challenging. Similarly, there may be some children who find it difficult playing against opponents and may use a ‘golden ticket’ where they are free from being caught. Ensuring all learners have the chance to practise the outcomes as well as the opportunity to extend the challenge is key to effective practice in larger school groups.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92