Football Lesson 1

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Learning Outcomes

LO1: Understand and execute assigned team roles (Coach, Fitness Coach, Press Representative, Player) to contribute to both training and match play.
Key Skills: Working with Others, Communicating

LO2: Apply advanced football concepts—tactical exercises, possession drills, and obstacle circuits—within a role-based training context.
Key Skills: Managing Information and Thinking, Managing Myself

LO3: Collaborate to plan and deliver one role-specific activity each session (Coach’s strategy drill; Fitness Coach’s technical drill).
Key Skills: Being Creative, Managing Myself

LO4: Demonstrate fair play, positive communication, and respectful self-officiating during league matches and press‐conference segments.
Key Skills: Working with Others, Communicating

LO5: Transfer technical and tactical learning into match situations by fulfilling role duties (coaching feedback, fitness corrections, press summaries) while playing.
Key Skills: Managing Myself, Staying Well

LO6: Reflect on individual and team progress through press‐conference summaries, using feedback to enhance performance and decision‐making.
Key Skills: Managing Information and Thinking, Communicating

Curriculum 🇮🇪

Junior Cycle Physical Education
Strand: Games
Key Skills: Working with Others; Communicating; Managing Myself; Being Creative; Managing Information and Thinking

Target Group

Junior Cycle students (ages 12–15)

Duration

1 hour

Success Criteria / Quick Assessment

Role Fulfillment: Each student carries out their role’s responsibilities—Coach designs and leads a strategy drill, Fitness Coach delivers a technical exercise, Press Rep provides a clear match summary—without prompting.

Differentiation Strategies

EAL/SEN Learners:

Pair with a classmate who shares role tasks (e.g., co‐Coach or co‐Press Rep) to ease language demands.

Overview – Role-Based League

Setup: Divide the class into equitable groups of 4–6. Pre-plan teams based on skill levels—distribute advanced players across teams and likewise distribute less-skilled players.

Once teams are set, assign roles:

Coach: Most skilled player
Fitness Coach: Another skilled player or someone passionate about football but not exceptionally skilled
Press Representative: Preferably a less-skilled student to give them a key role
Players: Everyone else (all still play matches)

Coach

Profile: The class’s most skillful player, often a natural leader who may become disengaged if their only role is to outperform peers. As Coach + Player, they must focus on team success rather than individual dominance.´

Objectives:

Lead the team to victories.
Propose one strategic drill per lesson tailored to the team’s strengths.
Help teammates improve.
Provide positive feedback on areas for team growth.

Precautions:
No negative talk about teammates—violations cost one league point.
Cannot monopolize play: must win through teamwork, not solo brilliance

Fitness Coach

Profile: Either another skilled player or a football-enthusiast who may not excel technically. Their contribution is correcting teammates’ techniques and sharing fitness drills. They design one technical exercise each lesson.

Objectives:

Improve teammates’ technical skills.
Bring one technically focused drill per lesson suited to the team.

Precautions:
No negative talk about teammates—violations cost one league point.
Cannot hog play during matches; must help the team win collectively.

Press Representative

Profile: Any student, ideally less-skilled, so they gain a pivotal role. They summarize the previous match and answer press questions (from the teacher). The teacher prepares key questions based on match observations. The best summary or best Q&A earns one league point. Press conferences occur during warm-up.

Objectives:

Provide a concise summary of the previous match.
Respond to teacher’s “press” questions.
Can earn one point for their team.

Precautions:
No negative talk about teammates—violations cost one league point.

Player

Profile: All remaining students follow teammates’ guidance with a positive, learning-focused attitude.

Objectives:

Strive to improve.
Maintain a positive, learning mindset.
Give constructive feedback to teammates.

Precautions:
No negative talk about teammates—violations cost one league point.

Lesson example

After the press conference (warm-up), begin the session with three training exercises: one general drill from the teacher, plus two role-specific drills (Coach’s tactical drill and Fitness Coach’s technical drill). Allocate 20′ for training, then play the scheduled league match (10′; two halves of 4′ with a 1′ break).

Training

Lesson 1: Teacher provides all three drills.
Subsequent Lessons: Start with the teacher’s general drill, then proceed to the Coach’s and Fitness Coach’s exercises.

General drill – Reaction Speed

Setup: Students form pairs, facing each other 5 m apart with one ball between them.
Aim: Improve reaction time, ball control, and transition under pressure.
Action: Teacher calls random cues (“jump,” “sit,” “lie,” “stand,” etc.). When they say “ball,” both run to control the ball; whichever player gains control must dribble back to the end line.

Tactical Drill – 6 vs 3 Possession

Setup: Define a square. Place “support” players on three sides—those on the same team as the ball.
Aim: Enhance team passing, positioning, and quick decision-making.
Action: Teams play 6 vs 3 possession. The attacking side wins if they complete 10 consecutive passes.

Technical Drill – Obstacle Circuit

Setup: Create a simple obstacle course around the goal using cones (zig-zag), poles to jump, etc.
Aim: Develop dribbling dexterity, agility, and finishing under fatigue.
Action: Students go one at a time, dribble through the obstacles, take a shot at the goal, then return to the start point.

Match

Setup: Create a league bracket and match schedule so teams know when they play. On match days, run simultaneous mini-games on multiple small pitches. Students self-umpire and record key events for press conferences. After each match, record results and award points.
Aim: Apply technical and tactical learning in a competitive, balanced setting with role responsibilities and self-officiating.
Adaptations:

Each team member must touch the ball before shooting.
Complete 10 passes before any attempt on goal.
Introduce one “free” player who always plays offense.

Optional Enhancements

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