Physical Education

3.1 Key unit competence

Learners will be able to develop skills of football and apply techniques and tactics of kicking, passing, and using appropriate parts of the body.

3.2 Prerequisites knowledge and skills

Learners will perform better in this unit if they are able to apply simple techniques and tactics to improve one’s performance in football, to create individual technical skills and to evaluate his/her performance in football.
Learners also should be able to demonstrate qualities like team work, team spirit, fair play and respect of regulations and rules during the game.

3.3 Cross-cutting issues to be addressed

1. Comprehensive Sexuality Education: In teaching-learning process of football the teacher together with the learners must set instructions that prevent sexual harassment, such as body bad touches.
2. Peace and Values Education: In football lesson, the teacher together with the learners must create peaceful game situation by the use of respect of rules.

3.4 List of lessons

Lesson 1. Techniques of football: kicking, heading, trapping, dribbling and passing

a. Prerequisites

Learners will learn better this lesson if they are able to perform basic exercises of kicking the ball: kicking the motionless ball, kicking the positioned ball, corner-kick, penalty kick, free kick.

b. Teaching resources

Playground, whistles, stopwatch, balls, sticks, cones, narrow band and chasubles/ pinnies.

c. Introduction

Opening discussions (in a semicircle formation)
• After checking learner’s readiness, give instructions and rules of the game
• Forms groups basing on the quantity of resources available as well as on the class size.
• Discuss with learners how to maximize the use of all the available resources.
• Discuss with learners what parts of the body they are accustomed to use in football and why.

Warm-up activities

Jogging by increasing the acceleration and speed in a progressive way until they are warmed-up. Once warmed up and flexible, the learners should introduce a football and go through functional activities. These include heading, short and long passing with both feet, running backwards, sideways, skipping, stopping/starting, sprinting and turning.

Exercises of stretching (In columns formation not exceeding 6 columns)

Refer to unit 1, lesson one. For this lesson emphasize the stretching of leg muscles and thigh muscles.

d. Lesson development

Techniques of football include: kicking, heading, trapping, dribbling, passing
For each technique: show learners how to execute with explanations and if possible demonstrate (NB: Always remember that you must not give a demonstration if you are not sure to perform better than every individual learner).
After setting clear instructions and rules, let learners practice based on instructions and provide necessary support

• You may not work in sufficient conditions: lack of enough balls, no cones, no chasubles/pinnies…
• Together with your learners you may find a solution:
• Make balls in banana fibers. These may not bounce but they will help you to teach dribbling the ball, trapping a ground ball, juggling the ball etc.
• Find other suitable materials to use in place of cones,
• Mark the lines of the playground using local material like sand, carpentry residuum…

1. Kicking techniques

Punt kick

Hook kick

Push kick

Inner side or instep kick

Outside kick

Back heel kick

2. Heading technique

Players use headers to make plays on balls that are in the air, either to pass or to make a shot on goal. To make a header, they knock the ball with the forehead, using power generated from the neck muscles. When a ball is high in the air, members of both teams will jockey for position on the ground in order to control the header. Tall players and those who can jump high have a distinct advantage in these situations.
Defensive header: e.g. In defense to clear a goal or to disallow an opponent an aerial pass, to clear a free kick shoot of a corner kick ball

Offensive/attacking header: In attack to score from a corner kick or a free kick
Technique for properly heading a ball

Description of the heading technique

• Contact with the ball should be made on the forehead between the eyebrows and the hairline.
• Ball must be struck and not bounce off the head
• Learners must use muscles in their back and stomach to approach the ball
• Back must be slightly arched as ball approaches, slightly leaning forward after striking the ball
• Neck must be stiff, young learners can be taught to tuck their chin towards their chest to stiffen the neck
• Head moves toward the ball
• Eyes must remain open and on the approaching ball
NB: Timing is essential. For balance, knees must be slightly bent

Teaching activities for heading technique

a. Heading techniques

Hold a ball and stand 10 m away from your partner. Throw the ball into the air to her/him, who hast to hit it with her/his head and bring it back to you, and you throw it again. After 10 times, switch the roles.

b. Attacking and defensive heading teaching activities

Have two teams of defenders and attackers. Have some learners in line on the left or right sidelines, or even where a corner kick is normally placed. The first defender crosses the ball in the air into the box and the learners in defending team strive to clear the ball whereas the learners in attacking team strive to score. They must compete to be the firsts on the ball. After 10 times switch the roles.

3. Trapping

Players use trapping to gain control of loose balls that may be rolling, bouncing or flying through the air. To bring the motion of the ball to a momentary stop, players absorb the ball’s force with a part of their body. Most traps are made with the inside of the foot or the sole of the foot but balls may also be brought under control with the leg, chest, head, or top of the foot.

Types of traps in football

1. Step Trap: Simply step on the ball to trap it.

2. Inside Trap:  Stop the ball with the side of your foot.

3. Thigh Trap: Use your thigh to trap the ball when the ball is lower than your chest but too high for your foot.

4. Chest Trap: Use your chest to cushion the ball down to your feet.

5. Head Trap: Similar to the chest trap but you use your head to knock the ball down to your feet.

Teaching activities of trapping technique

a. Trapping in pair (with a partner learner)

Hold the ball on ground and stand 10m away from your partner. Pass a ground ball to your partner, who has to trap it using her/his feet. She/he then passes it back to you and you pass it again. After 10 times, switch the roles.
Hold a ball and stand 10 m away from your partner. Throw the ball into the air to her/him, who hast to trap it with her chest and bring it down to her/his feet under control. She/he then passes it back to you, and you throw it again. After 10 times, switch the roles.
Using this kind of exercise given above, let learners practice trapping the ball with their chest, head, inner thighs and the sides and tops of their feet.

b. Trapping competition

The teacher drop-kicks the ball in the air as high as she/he can and then calls out the names of two learners. As soon as these two learners hear their names, they race to the dropping ball to see who can trap it first

c. Trapping and shooting

Have two teams of defenders and forwards. Have defenders in line on the left or right sidelines, or even where a corner kick is normally placed. The first defender crosses the ball in the air into the box and the first forward in line rushes to the ball, traps it and shoots.

4. Dribbling

The most basic of all football skills is dribbling. It is the ability to carry the ball (moving slowly or very fast) when you are in control of the ball. Dribbling helps to create free spaces.

Most observed dribbles on the court are:

Low dribble, speed dribble, change-of-pace dribble, cross -over dribble, hockey dribble, half-reverse dribble, reverse dribble.... Note that dribbling is an individual skill; one can create his/her own dribbling style as the objective of dribbling is to carry the ball at a certain distance on the court and get a free space.

Dribbling teaching- learning activities

Players move the ball small distances by dribbling. Dribbling entails tapping, dragging, or rolling the ball in front of the body while running. The objective is to advance the ball while keeping it in control and protecting it from defensive players.
A player with good dribbling skills can make quick stops, change direction, and move the ball from one foot to another with ease. Advanced players can also fake one way with the ball, only to turn and move in the opposite direction.

Dribbling teaching activities

Learners will perform dribbling exercises illustrated by the pictures below.
Learners will start by dribbling the ball over the given distance using the inner foot side. After mastering the techniques, they may switch to using outside part of the foot.
Making the exercises more challenging for quick learners: they will conduct the ball over the same distance by juggling it using the feet, the thighs and or head.

6. Passing

In football we use several variations types of passes. The type of the pass used depends on the positioning of opponents and teammates.
Offensive passes are used to create a strong offensive drive and scoring opportunities, while defensive passes are used to slow down the game or maintain possession of the ball when under pressure.
Passes help to move the ball around the field more quickly than dribbling. Passes are like kicks, but they require less power and more control. Players usually pass by using the inside of the foot to push the ball in a certain direction, though sometimes the outside of the foot is used. Talented players can pass with both feet in all directions, including behind them. There is an air pass and a ground pass.

Push pass

Backward pass

Piercing pass
Wall pass/ a one two pass

Passing teaching-learning activities

Foot internal pass

Exercise number one: The teacher put learners in two opposite lines facing each other at a minimum distance of 5m, they exchange passes. After making his/her pass the learner in front goes behind to give the place to the next learner in line until they all have a chance to experience the technique.
Variation of exercise number one: -Increasing the distance between the opposite lines of learners to teach them short and long pass according to the progression they are making.

Variation of exercise number one: Same exercise but run to the other side (pass and pursue). After making a pass, the learner run to the other side and stands behind the last learner in the opposite line. The learner in front does the same after making a pass.

Variation of exercise number one: Always the same exercise, but run to meeting the pass. Learners will start by exchanging passes only. The learner who finishes making his pass goes behind his/her line. In the second time, the learner runs to meet the pass and after making pass he/she pursues the ball and goes to stand behind last at the opposite line. Learners do the exercises until they all have a chance to experience the exercise.

Variations
Pass in zigzag with control

Pass in triangle or Wall pass

In football, the pass is a form of communication, transmission, participation, a link or a contact.

e. Assessment (RCA discussions)

Reflection

• What are the techniques of pass?
• What are the phases of the heading technique?
• What are the parts of the body to use while trapping a ground ball? an air ball?
• What is important in dribbling?
• What are the challenges have met during the lesson?

Connection

Give some examples of encouraging words.

Application

What are the benefit of football game for our school and the society?

Lesson 2: Technical skills and different tactics of football

a. Prerequisites

Learners will learn better this lesson if they are able to perform exercises with rolling the ball in front of the body while running, to move the ball from one player to another player, to male short and long pass and being able to play in a team.

b. Teaching resources

Playground, whistle, stopwatch, balls, cones and chasubles/ pinnies

c. Introduction

Opening discussions (in a semicircle formation)
Engage learners in discussion about previously acquired skills which will help them in this lesson.

Let learners form teams on their own.
Together with learners discuss on the whole process of the lesson.

Warm-up activities

Same as the previous football lesson
Exercises of stretching (In columns formation not exceeding 6 columns)
Choose one learner to lead stretching exercises using exercises from unit 1 lesson 1.

d. Lesson development

• Form teams with equal number and gender balanced. Let learners choose on their own, positions to take in the field. Positions of players in the field are given below.
• You need to let learners themselves recognise when it is better to start a counter attack in a game situation. Guide and provide only necessary support. Game situations from where a counter attack may be initiated are given and described below.
• Guide learners and provide necessary support while teaching tactics of defending in football. Exercises to help teaching defense are given below. But you can extend them by doing your own creativity and research.
• After setting clear instructions and rules, let learners practice based on instructions and intervene where it is necessary.
• Give only positive reinforcement
• Reduce the playing area dimensions for learners of less physical conditioning
• Reduce the rules for slow learners (e.g.: Not sanctioning the hand ball if it occurs by maladroitness.)

Players’ position in football

Football tactics

1. Counter attack

• Opposition attack and commit players forward. Goalkeeper gains possession of the ball, this might be from a cross or a save. They quickly run to the edge of their area and kick or throw long and early, taking opposition players out of the game. Needs aggressive and quick runners to chase the ball down before the opposition can reorganize.
• Opposition is high and attacking. The ball is lost and an early ball over the top is played for runners in behind. Very effective if your team has quick forwards.
• Positive and aggressive running with the ball. The runner has pace, runs quickly, aggressively and with their head up, looking to break the defensive line of the opposition and team mates run forward to support for a cross or pass.
• Aggressive pressing in midfield area. The ball is won and counter attack with quick passing, forward runs or running with the ball.
• Pressing high up the pitch. Need to commit players, which can be risky, but potentially big rewards if the ball can be won. Closer to the opposition goal when the ball is won, less time for them to recover.
• Defend deep and be organized. Invite the opposition to attack and commit players forward. Look to win or intercept the ball. Break quickly, before the opposition can recover and get behind the ball with quick passing, running with the ball and runners off the ball.

2. Defense

There are two types of defense tactics:
1. Zone defense:  a zone defense is where defenders stay between the ball & the goal they are defending & are assigned a position relative to their teammates (e.g., right, center, or left)

2. Man to man defense: and man-to-man defense is where players are assigned to guard specific opponents (this is called a “marking” defense). We use some type of zone defense, but mark attackers who come into their “zone”. You must teach your learners to mark attackers who are in scoring range (i.e., “dangerous Attackers”) regardless of whether you play a zone or man-to-man.

Man to man exercise:

• Learners form teams of equal number.
• Each team can nominate a “sweeper”.
• Everyone except the sweeper picks a player to mark and must stay with that player.
• You can only tackle your direct opponent but can intercept passes.
• If your direct opponent scores you perform 5 press-ups so your team is then playing “numbers down”.
• The “sweeper” can tackle anyone.

Zone defense exercise

• Use flat markers to divide the pitch.
• Learners are now freed up but must mark in the same zone as their nearest opponent.
• Both teams can play with a “sweeper” to organize play.
• In the diagram, the blue forward away from the ball has come inside to cut off the sweeper as a passing option, the opposite side full back being the least dangerous opponent.
• The blue sweeper should try to stay free but may have to push a midfield player forward and then take up a marking job.
• Both keepers can be encouraged to play as “sweepers” when the ball is at the other end of the pitch.

d. Assessment (RCA discussions)

Reflection

• Where do you apply a man to man defense in game situation?
• Who is responsible to initiate a counter attack?
• Can we always apply zone dense in whenever at wherever?

Connection

Give some examples of encouraging words.

Application

What are the benefit of football game for our school and the society?

Lesson 3: Safe play using basic rules

a. Prerequisites

Learners will learn better this lesson if they are able to show respect of rules of football in the game situation and are able to explain their importance. Learners are able to describe how football can be played in a safe, varied, effective and enjoyable way. Attitudes like decision-making ability and leadership skills are helpful in teaching this lesson.

b. Teaching resources

Playground, whistle, red and yellow cards.

c. Introduction

Opening discussions (in a semicircle formation)
• Discuss with the learners about their readiness and proper wearing
• Ask learners to make teams of equal number and gender balanced
• Set clear instructions to follow in teaching basic rules during a game situation.
• Discuss on the importance of adhering to rules in football match

Warm-up activities

Let one learner lead the warm using the following exercises
• Jogging in continuous increasing acceleration and speed until learners are warmed-up.
• Twenty meters goings and comings sprints 5 times.

Exercises of stretching

By using stretching exercises given in unit 1 lesson 1; ask one learner to lead the stretching. Always provide guidance and support.

d. Lesson development

• In this lesson you need to teach learners to adhere to football rules while playing and demonstrate safe play.
• Let learners form 3 teams of equal number of players and equally gender balanced (Teams: A, B and C).
• Together with the learners set the limits of the playground (make clear lines).
• A plays against B and C plays the role of refereeing.
• Teams must switch the roles: When A plays VS C, learners in B are the referees and learners in team A are referees when B plays VS C.
• Provide guidance and support where necessary, especial as regards decisions to take and correct hand sign to use.
• Sick learners and learners with disability may serve as coaches.

FOOTBALL BASIC RULES

The official football law contains 17 rules. We will put an emphasis on the most important among them.
17 laws of the game according to IFAB, Laws of the game 2017-2018
1. The field of play
2. The ball
3. The players
4. The player’s equipment
5. The referee
6. The other Match officials
7. Duration of the match
8. The start and restart of the match
9. The ball in and out of play
10. Determining the outcome of a match
11. Offside
12. Fouls and Misconduct
13. Free Kicks
14. The Penalty Kick
15. The Throw-in
16. The Goal Kick
17. The Corner Kick

1. The playground and its dimensions

The field must be rectangular in shape. That is the length of the touch line must be greater than the length of the goal line. The length of the touch line must be not less than 90 and not exceeding 120m and the length of the goal line not less than 45m and not exceeding 90m.

Main lines of the play ground

Two touch lines to demarcate the boundaries of the playground in the direction of the length.
Two goal lines to demarcate boundaries of the playground in the direction of width. There are goal posts in the middle of each goal line.
The half-way line. In its middle there is a centre spot. In each camp, there is:
A line that demarcates the zone of penalty area of 16.50m from the inside of goal post and 16.50m from inside the field (any offence committed by a defender r inside this area, the opponent team will be awarded a penalty).
A line of goal area that demarcates the zone of 5.50m from the inside of the goal post and 5.50m from inside the play.
Within a penalty area, there is a penalty mark located at 11metres from the midpoint between the goalposts. From this point, an arc of a circle with a radius of 9.15m from the centre of each penalty mark is drawn outside the penalty area (to keep players at prescribed distance during penalty shooting).

2. The ball and its characteristics

It is spherical, made of leather or other suitable material, its circumference of not more than 70 cm and not less than 68 cm. The net weight is 450g or at least 410g at the beginning of the match. Its pressure is 0.6 - 1.1 atmosphere (600 - 1,100 g/cm2).

3. Number of the players

A match is played by two teams, each consisting of not more than eleven players, one of whom is the goalkeeper. A match may not take place if either team consists of fewer than seven players.
Officially, three substitutions are allowed, but rules of any competition must set clearly the number and it is recommended for the children to allow a big number of substitutions.

4. Ball in and out the play

During a game, the ball remains in play as long as it stays within the end lines and the sidelines. If the ball leaves the field it is returned to play by throw-in, goal kick, or corner kick, depending on where the ball left play and who knocked it out of play. The only time that play stops is when a player commits a foul, a player is injured, or a goal is scored.

5. Fouls and misconduct

Ten major infractions are:
- Intentionally kicking, tripping, or jumping at an opponent (3);
- Violently charging, striking, holding, pushing, or spitting at an opponent (5);
- Tackling an opponent without the ball (1);
- Touching the ball with the hands (1).
If a player commits any of these fouls, the opposing team is awarded a free kick. If a player commits any of these offenses inside his own penalty area, the opposing team is awarded a penalty kick.

Direct free kick and indirect free kick

When a major infraction occurs outside the penalty area, free kicks are taken at the spot of the infraction. Players from the defending team must remain at least 9 m (10 yd) away from the ball until the kick is taken. These fouls are broken into two categories: direct free kicks and indirect free kicks. A direct free kick is awarded for major infractions, such as pulling an opponent to the ground by grabbing the jersey. The ball may be kicked directly into the goal from the spot of the foul. An indirect free kick is awarded for lesser infractions, such as obstructing an opponent while pursuing the ball. The ball must touch one other person (a teammate, opponent) before a goal can be scored.

Offside

Another major rule in football, in addition to the prohibitions against striking the opponent and touching the ball with the hands, is offside.
An attacking player is offside if, when receiving a forward pass from a teammate, there are not at least two opponents (usually one defender and the goalkeeper) ahead of the receiver that is between the attacking player and the opponents’ goal line. A player cannot be ruled offside when receiving the ball from a throw-in or if the player is in his or her own half of the field. The referee or the referee’s assistants determine offside infractions and signal them by waving their flags and pointing to the spot where the infraction occurred. An indirect free kick from the point of infraction is then awarded to the defending team.

Substitution

A player enters to make a substitution always with the permission of referee. If a player enters to make a substitution without the permission of referee, the match is stopped and the substitute concerned is warned (with a yellow card) and must leave the play; The match resumes with a ball on the ground where it was when the match was stopped.

Players’ Equipment

For security purposes, a player must not use equipment or wear anything that is dangerous to himself or another player, including any kind of jewelries.
The basic compulsory equipment of a player comprises the following separate items:
- Jersey or shirt with sleeves;
- Shorts - if undershorts or tights are worn, they must be of the same main color as the shorts);
- Stockings;
- Shin guards and
- Footwear

6. Referee and other match officials

The referee is the person responsible for enforcing the Laws of the game during the match. He or she is the final decision-making authority on all facts connected with play and is the only official on the pitch with the authority to start and stop play and impose disciplinary action against players during a match. At most levels of play the referee is assisted by two assistant referees (formerly known as linesmen), who are empowered to advise the referee in certain situations such as the ball leaving play or infringements of the Laws of the game occurring out of the view of the referee; however, the assistant referees’ decisions are not binding and the referee has authority to overrule an assistant referee. At higher levels of play the referee may also be assisted by a fourth official who supervises the teams’ technical areas and assists the referee with administrative tasks.

7. Duration and tie-breaking methods

A standard adult football match consists of two halves of 45 minutes each. Each half runs continuously, meaning that the clock is not stopped when the ball is out of play. There is usually a 15-minute half-time break between halves. The end of the match is known as full-time. The referee is the official timekeeper for the match, and may make an allowance for time lost through substitutions, injured players requiring attention, or other stoppages. This added time is called additional time in FIFA documents, but is most commonly referred to as stoppage time or injury time, while loss time can also be used as a synonym.
The duration of stoppage time is at the sole discretion of the referee. Stoppage time does not fully compensate for the time in which the ball is out of play, a 90 minutes of the game typically involves about an hour of effective playing time. The referee alone signals the end of the match.

In matches where a fourth official is appointed, towards the end of the half the referee signals how many minutes of stoppage time he intends to add. The fourth official then informs the players and spectators by holding up a board showing this number.

e. Assessment (RCA discussions).

Reflection

What do you think is the importance of football rules for a safe game situation?
What are the challenges to play adhering to rules?

Connection

Give some examples of rules from other games similar to football rules.

Application

What are the benefit of football game for our school and the society?

3.5. Additional information

• You may not work in sufficient conditions: lack of enough balls, no cones, no chasuble/ pinnies…
• Together with your learners you may find a solution:
• Make balls in banana fibers. These may not bounce but they will help you to teach dribbling the ball, trapping a ground ball, juggling the ball etc.
• Find other suitable materials to use in place of cones,
• Mark the lines of the playground using local material like sand, carpentry residuum…

3.6. End unit assessment

Set exercises of kicking stationary ball and rolling ball, exercises of trapping a ground and an aerial ball, exercises of moving the ball (dribbling) slowly and fast at the top speed, exercises of passing short and long passes.
Set exercises of defending (man to man and zone defense) and counter-attacking.
Organize a football match and observe these techniques in a game situation and the ability to respect and use football basic rules.

Observe:

• Learners’ ability to referee the match applying basic rules.
• The use of correct football techniques: pass, dribbling, trapping, kicking
• The organization of teams in defense (man to man and zone defense) and in counter-attack.

3.7 Additional activities

As additional activities to give to your learners you need to:
• Encourage learners to actively participate in football training sessions organized by different coaches and private individuals in training centers.
• Encourage also learners to participate in football community competitions if there are any (e.g.: Kagame cup competitions, right to play….)
• Encourage learners to participate actively in school organized competitions as well as in Sector, District and national competitions (e.g: Inter-school’s competition organized by FRSS)
• Encourage learners to participate in all youth competitions available (e.g.: Competitions organized by FERWAFA and other stakeholders).
• Encourage learners to create local football competitions in their villages.