Support & Teamwork

Overview

Lesson 5 of 8 in “Mastering Kicking & Touch” focuses on how to support teammates while maintaining control and aiming during kicking/receiving. Students practise paired passing support before using teamwork strategies in small-sided games.

Learning intentions

Students will be able to:

• Support a teammate by communicating and choosing the best moment to move into space.
• Practise kicking and touch/receiving with safe spacing and shared team roles.
• Apply simple teamwork strategies (encouraging, calling “time”, offering “support” positions).
• Identify what worked for teamwork and what to adjust next.

Success criteria

• I can use clear communication to help my teammate (e.g., “¡Vamos!”, “my turn”, “space!”).
• I can position my body to support my teammate after kicking (follow, spread, or move to an option).
• I can keep kicking/receiving under control in a small-sided game.
• I can cooperate fairly and follow safety rules while moving at speed.

Curriculum links

• Movement and physical activity: develop fundamental movement skills (kicking) and apply them in games with rules and roles.
• Personal and social learning: demonstrate respectful relationships, teamwork, and fair play during physical activities.
• Communication and decision-making in games: use observations and feedback to improve performance and team outcomes.

Lesson structure (50 minutes)

1. 5 min – Retrieval warm-up: “Kick & Support Tag” In pairs, one student kicks a ball softly to a marked receiving zone while the partner moves to a support spot and calls out space/next option. Quick swaps every 30–40 seconds. Key cues: “Kick it to the zone” and “Move to help your teammate.”

2. 4 min – Goals (WALT) + safety & roles Teacher says: “WALT: We are learning to support teammates using communication and good positions while practising controlled kicking and touch/receiving.” Students repeat the “I can” success criteria. Safety reminder: no running into the kicker’s path; balls move slowly at first; stop on whistle.

3. 12 min – I Do / We Do: Modelling support positions Teacher demonstrates 3 support options after a kick:

• Follow (stay nearby as a short option)
• Spread (move wider to create space)
• Offer (move into a passing lane / receiving zone) Whole-class then in pairs: 4–5 short rounds. Teacher asks: “What did your teammate need most: follow, spread, or offer?” Spanish CLIL: practise phrases “¡Apoyo!” (support), “espacio” (space), “mi turno” (my turn).

4. 10 min – You Do 1: Pair practice “Two-Option Pass” In pairs with two cones defining a left/right receiving lane. Students kick to one lane, partner receives with a controlled touch (or short tap) and then kicks back to the other lane. Rule: after kicking, you must move to the other option cone to become a supporter. Teacher roams: checks communication and correct timing.

5. 9 min – You Do 2: Small-sided game “Support Soccer 4v4 (or 3v3)” Create 4 teams rotating through two courts (or modify to 3v3 depending on space). Objective: score by kicking the ball into the end area, but goals count only if the scoring action includes a teammate support (partner called a cue or moved into an available receiving lane before the kick). Communication points: 1 point for fair teamwork behaviour (encouragement, calling “time/space”). Teacher runs quick stoppages for reteach.

6. 6 min – Show Me What You Know Teams play one final 60–90 second sprint. Then students turn-and-talk: “Which support strategy worked best today?” and share one improvement using an “I can” statement.

7. 4 min – Cool down: “Breathing & Kind Team Talk” Students walk, then choose one sentence starter: “When I supported my teammate, I…” Teacher praises teamwork examples and reminds safety for next lesson.

Resources

• Soft foam balls or size 4 balls (one per pair/team)
• Cones (many) for lanes, zones, end areas, and safety boundaries
• Bibs/vests to identify teams and support roles
• Whistle or timer
• Coloured floor markers (optional) for receiving zones
• Score cards (one per court) or teacher tally sheet
• Hula hoops or floor spots (optional) as “support spots”
• Training “communication cue” cards (optional, teacher-made) with simple words: space, my turn, support

Assessment

• Teacher observation checklist during pair work and games: communication use, support positioning, controlled receiving/touch, fair play.
• Quick questioning after practice: “What support did you choose and why?” (verbal or partner explanation).
• Student self-check at the end: choose one “I can” to improve next time.

Differentiation

• Support: use smaller kick distance, larger receiving zones, slower ball (foam), and provide a “support spot” where students must stand before receiving.
• Support: sentence starters for communication (e.g., “Tengo espacio”, “mi turno”, “apoyo aquí”); teacher models 2–3 cues only.
• Extension: require a one-touch receive then immediate kick; reduce lanes to narrow targets; add a “no-scores without support” rule for challenge.
• Extension: advanced students act as “captain” calling the next support option and directing spacing with a simple rule: “spread after your kick.”
• EAL/SEN: allow non-verbal cues (pointing to space, hand signal for support). Pair strong with developing learners; keep instructions to short steps.